Транскультурна освіта як імператив глобального суспільстваud(Transcultural Education as an Imperative of Global Society)

摘要

Сучасний контекст формування глобального суспільства формує соціокультурні виклики для освіти. Як навчитися жити в мультикультурному світі в умовах зростаючої глобалізації, інтеграції та інформаційної революції, яка примножує відмінності? Який концепт культури може бути підставою для трансформації освіти та гуманітарної політики в цілому? У статті розглядається динаміка осмислення культури в концептах окремих культур, інтеркультурності, мультикультурності і транскультурності. Робиться висновок про дескриптивну та нормативну релевантність концепту транскультурності для формування освітньої стратегії глобального суспільства.ud(Today the world is becoming more global, transnational and inter-related. Global mainstreams, interacting withudlocal particularity, create a complex network of new glocal reality interdependence. Information and communicationsudrevolution creates conditions for widespread «border crossing» – the transgression of the barriers of paradigms, rationalities,social and cultural integrity; a transversal thinking is taking shape, aimed at creating «bridges» and transitions between differences, connecting, but not reducing them to a common.udContemporary context of a global society creates socio-cultural challenges for education. How to learn to live in a multicultural world in the face of increasing globalization, integration and information revolution, which multiplies the difference?udWhat is the concept of culture can be the basis for the transformation of education and humanitarian policy in general?udOur understanding of culture is an active factor in our cultural life. In this sense, the «reality» culture to a great extent is a consequence of our cultural concepts. Therefore we must assume the concepts that are not only descriptively adequate, but regulatory acceptable, and which pragmatically form the desired horizons of the future.udCurrently in the field of theoretical understanding of culture and to determine the goals and objectives of education, we can distinguish the following concepts, which compete with each other: the classical concept of single cultures, the concepts of interculturality and multiculturality and transcultural concept.udThe traditional concept of single cultures is characterized by three elements: by social homogenization, ethnic consolidation and intercultural delimitation. All three elements of this traditional concept have become untenable today.udAt the end of the twentieth century the concepts of intercultural and multicultural nature have become popular, especially as applied to education. But are they able to provide an appropriate concept of today’s cultures? They apparently try to overcome some flaws of the traditional concept by advocating a mutual understanding of different cultures.udYet they are, almost as inappropriate as the traditional concept itself, because they still conceptually presuppose it.udWhat is called for today is a departure from this concept and to think of cultures beyond the contraposition of «ownness» and «foreignness» – beyond both the heterogeneous and the own. Cultures de facto no longer have the insinuatedudform of homogeneity and separateness. They have instead assumed a new form, which is to be called transculturaludinsofar that it passes through classical cultural boundaries. Cultural conditions today are largely characterized by mixes and permeations. The concept of transculturality seeks to articulate this altered cultural constitution. It is the most adequate concept of culture today – for both descriptive and normative reasons. The concept of transculturality sketches a different picture of the relation between cultures. Not one of isolation and of conflict, but exchange and interaction.udThus the strategy of educational policy should be built through an appeal to the concept of transculturality.)