Results for 'Inter-cultural Education'

982 found
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  1.  21
    Inter-Cultural Education in the Community of Man.John E. Walsh - 1974 - British Journal of Educational Studies 22 (2):233-233.
  2.  45
    Inter-Cultural Learning? Comparative Philosophy of Education as an Approach.Ruyu Hung - 2015 - Educational Philosophy and Theory 47 (8):758-759.
  3.  17
    Inter-culturality and Cultural Competence.Ayesha Ahmad - 2018 - In Henk ten Have, Global Education in Bioethics. Cham: Springer Verlag. pp. 81-94.
    Due to a much more closely connected world, there is an accelerated interchange of cultures in the clinical setting. Alongside a pluralism of cultural beliefs for health and illness is a greater effort to value and respect freedoms for thoughts and belief pertaining to differing identities from legal, moral, societal and activist initiatives. When treating culture as part of the clinical consultation, there is a need for conceptual frameworks, communication skills, guidelines and policies to be implemented in a context (...)
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  4.  43
    Elite International Baccalaureate Diploma Programme Schools and Inter-cultural Understanding in China.Ewan Wright & Moosung Lee - 2014 - British Journal of Educational Studies 62 (2):149-169.
    The number of International Baccalaureate Diploma Programme (IBDP) schools has increased rapidly in China in recent years. However, access to schools offering the IBDP remains restricted to a relatively elite minority of China’s population due to enrolment barriers for Chinese nationals and relatively high school fees. An implication is that students potentially remain in physical, cultural and socio-economic isolation from host communities. Within this context, this study explored how, and the extent to which, two core components of the IBDP (...)
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  5.  30
    Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over.Matthew Milliken, Jessica Bates & Alan Smith - 2020 - British Journal of Educational Studies 68 (2):139-160.
    Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The (...)
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  6.  16
    Religious education in the context of means of formation of inter-confessional accord.Natalia Gavrilova - 2014 - Ukrainian Religious Studies 70:45-53.
    At the beginning of the 21st century, when mankind faced with persistent misconceptions and misunderstandings and contradictions in the field of religion and culture, issues of tolerance and non-discrimination, freedom of religion and belief, the place of religion and educational technologies in the formation of interfaith agreement became relevant. It should be noted that education has always played a leading role in the transfer from generation to generation and consolidation of historically stable cultural and religious values, in training (...)
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  7.  10
    A Study on Cultural Communication in Multicultural Education - Focusing on Exploring a New Direction for Cultural Communication -. 이미희 - 2022 - Journal of the Daedong Philosophical Association 101:177-203.
    한국사회는 다문화사회(Multi-cultural Society)가 형성되면서 새로운 사회적 갈등이 생겨났으며, 이러한 문제를 해결하기 위한 다양한 다문화 정책 등이 필요하다. 따라서 본 논문은 다문화사회에 진입한 한국사회의 다문화갈등을 해결하려는 중요한 방법의 하나가 다문화교육이라고 보고, 다문화교육의 여러 범위 가운데 하나의 문화적 소 통방법과 원리를 모색해 보고 그 의미를 찾아보는 데 그 목적이 있다. 미래의 다문화사회는 여러 가지 국제적 환경에 따라 더 복잡해지는데 이러한 상황에 대 비하는 새로운 다문화주의를 모색해야 하기 때문이다. 이 연구에서는 다문화를 이해하는 언어적 문화적 소통을 위한 새로운 방법을 위해 다음과 같이 구체적으로 (...)
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  8.  27
    Attempts to create an Inter-ethnic and Inter-generational ‘National Culture’ in Kenya.Gail Presbey - 2012 - Diogenes 59 (3-4):48-59.
    National unity is important in Kenya, since ethnic divisions have sometimes become deadly. The imposed Coalition government and the recent new Constitution in 2010 were attempts to overcome division. But cultural divisions among the generations are just as much of a challenge as ethnic divisions, as the youth sometimes sideline the practices and worldviews of their elders, leaving people to wonder what binds people to each other as Kenyans? The idea of “national culture” has its pitfalls, bit seems necessary (...)
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  9. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues (...)
     
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  10.  38
    Educational justice and transnational migration.Krassimir Stojanov - 2018 - Journal of Global Ethics 14 (1):34-46.
    ABSTRACTIn this paper I address the distributive, inclusive, and relational dimensions of educational justice individually in relation to transnational migration. First, I thematize distributive issues with regard to immigrant students, the central question being whether these students are entitled to more or less educational resources as non-immigrant students. Second, I discuss to which extent and in which sense enabling immigrant students to participate fully in the social and political life of their receiving country is a demand of educational justice. Third, (...)
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  11. Multicultural Education for Transnational Democratic Citizenship.Julian Culp - forthcoming - Journal of Philosophy of Education.
    On Will Kymlicka’s conception of multicultural citizenship, group membership enables personal autonomy by way of providing individuals with meaningful options. Many educational and political theorists have employed Kymlicka’s argument to defend a multicultural education as proper preparation for democratic citizenship in socially diverse liberal societies. Multicultural education includes the study of a variety of cultures and is meant to promote the development of a cultural identity, inter-cultural empathy and tolerance, and the cross-cultural construction of (...)
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  12.  15
    Beyond borders: trans-local critical pedagogy for inter-Asian cultural studies.Joyce C. H. Liu - 2020 - Educational Philosophy and Theory 52 (11):1162-1172.
    This paper challenges the apparatus of the knowledge reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, partic...
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  13.  6
    Everybody present: mindfulness in education.Nikolaj Flor Rotne - 2013 - Berkeley, California: Parallax Press. Edited by Didde Flor Rotne.
    Everybody Present seeks to create a new kind of culture in our schools: one that counters stress and facilitates learning. It reframes the student-teacher relationship, showing teachers how to supplant antagonism and foster strong relationships by planting seeds of mindfulness in their students and encouraging them to embark on a mindfulness practice of their own. Illustrating the transformative effects of mindfulness on educators, students, and their classrooms, Everybody Present shows how mindfulness helps to strengthen inner peace and prevent stress, foster (...)
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  14.  22
    Linguistic and cultural integration program: Non Spanish-speaking migration.Valeria Sumonte Rojas, Miguel Friz Carrillo, Susan Sanhueza & Karla Rosalía Morales Mendoza - 2019 - Alpha (Osorno) 48:179-193.
    Resumen: Chile, a pesar de su historia migratoria, no ha generado programas educativos sustentados por políticas gubernamentales que propicien la adquisición de la variedad lingüística de la comunidad de acogida, por parte de la inmigración no hispanoparlante, integrando los referentes culturales de ambos colectivos. Se propone una alternativa a este olvido histórico y nos planteamos lo siguiente: ¿Qué elementos debiesen integrar un programa de adquisición de la variedad lingüística de la comunidad de acogida dirigido a inmigrantes haitianos propiciando el conocimiento (...)
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  15.  23
    Training Transdisciplinary Educators: Intercultural Learning and Regenerative Practices in Ecuador.Javier Collado-Ruano, Mario Madroñero-Morillo & Freddy Álvarez-González - 2019 - Studies in Philosophy and Education 38 (2):177-194.
    The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education in Ecuador, based on the ancestral worldviews of Buen Vivir. Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order (...)
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  16.  48
    Opportunity for all: Linking service-learning and business education[REVIEW]Edward Zlotkowski - 1996 - Journal of Business Ethics 15 (1):5 - 19.
    A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students' technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity.
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  17.  27
    Discourse analysis of religion and inter-communal conflicts and its causes in Nigeria.Christopher N. Ibenwa & Favour C. Uroko - 2020 - HTS Theological Studies 76 (4):1-7.
    The religious crisis in Nigeria dates back to the colonial era. The amalgamation of two distinct nationalities for the purpose of administrative convenience by the colonial government, irrespective of their cultural and educational differences, not only created a hitch in assimilation but also mistrust and bitter rivalry that has accentuated to conflict. In the same vein, most of the communal crises taking place today could be traced to colonial making as they created artificial boundaries that did not take cognisance (...)
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  18.  22
    Educational Marketisation and the Head’s Psychological Well–Being: A Speculative Conceptualisation.Izhar Oplatka, Nick Foskett & Jane Hemsley–Brown - 2002 - British Journal of Educational Studies 50 (4):419 - 441.
    One of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter-institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well-being. Our argument is that the major features of (...)
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  19.  11
    Young people, education, and sustainable development: Exploring principles, perspectives, and praxis.Peter Blaze Corcoran & Philip M. Osano (eds.) - 2009 - Brill | Wageningen Academic.
    Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, (...)
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  20.  45
    Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity.Klas Roth, Lia Mollvik, Rama Alshoufani, Rebecca Adami, Katy Dineen, Fariba Majlesi, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1147-1161.
    Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, (...)
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  21.  12
    Co-existing in a globalized world: key themes in inter-professional ethics.Hassan Bashir, Phillip Wesley Gray & Eyad Masad (eds.) - 2013 - Lanham: Lexington Books.
    The internationalization of professional practices and the export of western technology and higher education are accompanied by a need to establish international standards of ethics across different professions. This pioneering and provocative group of essays constitutes essential reading for those interested in understanding, formulating, and teaching ethical standards for professions in an international and particularly cross-cultural context.
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  22.  23
    Rural Sanctuary: an Ecosemiotic Agency to Preserve Human Cultural Heritage and Biodiversity.Almo Farina - 2018 - Biosemiotics 11 (1):139-158.
    A Rural Sanctuary is defined as an area where farming activity creates habitats for a diverse assemblage of species that find a broad spectrum of resources along the season. A Rural Sanctuary is proposed as a new model of land management to protect nature inside a framework of cultural identity and agro-forestry sustainability. A Rural Sanctuary has a dual mission: to provide immaterial and material resources for people, and to guarantee living spaces to a large assemblage of species. A (...)
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  23.  33
    中国音乐教育与国际音乐教育 [Chinese Music Education and International Music Education] by Jianhua Guan (review).Mengchen Lu - 2023 - Philosophy of Music Education Review 31 (2):194-198.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:中国音乐教育与国际音乐教育 [Chinese Music Education and International Music Education] by Jianhua GuanMengchen LuJianhua Guan, 中国音乐教育与国际音乐教育 [Chinese Music Education and International Music Education] (Nanjing: Nanjing Normal University Press, 2013)In Chinese Music Education and International Music Education, Jianhua Guan examined Chinese music education and curriculum in relation to other countries’ music education through the lenses of internationalization. Written in Chinese, there were three (...)
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  24.  4
    Social Science Research Ethics for a Globalizing World: Interdisciplinary and Cross-Cultural Perspectives.Keerty Nakray, Margaret Alston & Kerri Whittenbury (eds.) - 2015 - Routledge.
    Research in the humanities and social sciences thrives on critical reflections that unfold with each research project, not only in terms of knowledge created, but in whether chosen methodologies served their purpose. Ethics forms the bulwark of any social science research methodology and it requires continuous engagement and reengagement for the greater advancement of knowledge. Each chapter in this book will draw from the empirical knowledge created through intensive fieldwork and provide an account of ethical questions faced by the contributors, (...)
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  25.  24
    My Way to You: How to Make Room for Transformative Communication in Intercultural Education.Elisabet Langmann - 2016 - Journal of Philosophy of Education 50 (2):233-245.
    As populations around the globe become increasingly culturally diverse, just inter-personal relations seem dependent on our ability to find new ways of communicating with people from other cultures whose values and linguistic strategies may vary from our own cultural practices. Hence, in the increasing body of literature on intercultural education, intercultural education means helping students to acquire the right language and communication skills for enabling mutual understanding and transformation between cultures. However, several post-colonial scholars have pointed (...)
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  26.  40
    A critical dialogue with ‘Asia as method’: A response from Korean education.Yoonmi Lee - 2019 - Educational Philosophy and Theory 51 (9):958-969.
    This article discusses the implications of the idea of Asia as method, a discursive strategy in Asian studies popularised by Kuan-Hsing Chen, in the context of Korean education. Chen has pointed to the one-way flow of knowledge into Asia from the West and has urged using ‘Asia as method’ in the production of post-colonial and anti-imperialist knowledge. The research interests of this article are twofold. First, I analyse ‘Asia as method’ as a strategy to de-universalise the West, particularly given (...)
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  27.  23
    Eden in Iraq: a wastewater design project as bio-art—a confluence of nature and culture, design and ecology, in Southern Iraq marshes.Meridel Rubenstein & Peer Sathikh - 2021 - AI and Society 36 (4):1377-1388.
    Eden In Iraq is an environmental design and water remediation project in the marshes of southern Iraq using design and wastewater as bio-art, to create a restorative garden for education, cultural memory, and contemplation. Earmarked for a 20,000 m2 site at Al Manar in the marshes between the Tigris and Euphrates rivers, near a probable site of the historic Garden of Eden, Eden in Iraq is a project that brings, art, design, and technology together with culture and history. (...)
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  28.  38
    African American Contributions to the Americas' Cultures: A Critical Edition of Lectures by Alain Locke by Jacoby Adeshei Carter.Dwayne A. Tunstall - 2019 - The Pluralist 14 (2):117-121.
    Jacoby Adeshei Carter has done an invaluable service in editing this critical edition of Alain Leroy Locke’s series of six lectures in Haiti delivered “from April 9 to July 10, 1943, when he was the Inter-American Exchange Professor to Haiti under the joint auspices of the American Committee for Inter-American Artistic and Intellectual Relations and the Haitian Ministry of Education”. African American Contributions to the Americas’ Cultures consists of two parts. The first part is Locke’s series of (...)
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  29. Universal Declaration on Bioethics and Human Rights.United Nations Educational, Scientific & Cultural Organization - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1).
     
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  30.  82
    Didactology as a Field of Theory and Research in Music Education.Frede V. Nielsen - 2005 - Philosophy of Music Education Review 13 (1):5-19.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 5-19 [Access article in PDF] Didactology as a Field of Theory and Research in Music Education Frede V. Nielsen Danish University of Education, Copenhagen Two problem areas which both concern the question of music pedagogy as a field of theory and research are addressed in this paper. The first one concerns the question of the normative and prescriptive versus (...)
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  31.  58
    Decolonising ideas of healing in medical education.Amali U. Lokugamage, Tharanika Ahillan & S. D. C. Pathberiya - 2020 - Journal of Medical Ethics 46 (4):265-272.
    The legacy of colonial rule has permeated into all aspects of life and contributed to healthcare inequity. In response to the increased interest in social justice, medical educators are thinking of ways to decolonise education and produce doctors who can meet the complex needs of diverse populations. This paper aims to explore decolonising ideas of healing within medical education following recent events including the University College London Medical School’s Decolonising the Medical Curriculum public engagement event, the Wellcome Collection (...)
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  32. Christianity and Islam in the Context of Contemporary Culture: New Perspectives on Dialogue and Mutual Understanding.Aneta Jovkovska & Gjoko Gjorgjevski - 2022 - Religious dialogue and cooperation 3 (3):52-60.
    This research is dedicated to the perspectives of dialogue betweentwomajorworld religions: Christianity and Islam in the context of contributing to the developmentof the contemporary world. Mutual respect and understanding expressedthroughinitiatives for constructive dialogue and cooperation can contribute to the consolidationof a culture of peace, to the promotion of social interaction and to the strengtheningofthe creative potential of society. The focus on the common heritage of both religious traditions, representedbythemultitude of insights and archetypes of Abrahamic origin, is the starting point for (...)
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  33. Preliminary Draft Declaration on Universal Norms on Bioethics.United Nations Educational, Scientific & Cultural Organization - 2005 - Jahrbuch für Wissenschaft Und Ethik 10 (1).
     
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  34.  31
    Teaching Ethics in Religious or Cultural Conflict Situations: a Personal Perspective.Gili Benari - 2009 - Nursing Ethics 16 (4):429-435.
    This article portrays the unique aspects of ethics education in a multicultural, multireligious and conflict-based atmosphere among Jewish and Arab nursing students in Jerusalem, Israel. It discusses the principles and the methods used for rising above this tension and dealing with this complicated situation, based on Yoder's `bridging' method. An example is used of Jewish and Arab students together implementing two projects in 2008, when the faculty decided to co-operate with communities in East Jerusalem, the Arab side of the (...)
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  35.  40
    Universal Declaration on Bioethics and Human Rights.Scientific And Cultural Organization United Nations Educational - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1):377-385.
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  36.  37
    Pedagogy for Inter‐Religious Education.Brendan Carmody - 2013 - Heythrop Journal 54 (5):813-824.
    Inter-religious education has become a major concern as globalization proceeds. To develop a satisfactory model for it remains a challenge. This article proposes a paradigm based on the notion of self-transcendence as articulated by the philosopher-theologian, Bernard Lonergan. The approach provides a standpoint where the learner achieves a level of freedom by which he/she is enabled to decide responsibly what religious or non-religious viewpoint to adopt.
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  37.  16
    Взаємодія людини, культури і освіти як ключовий драйвер сталого розвитку інформаційного суспільства.V. O. Nikitenko - 2019 - Гуманітарний Вісник Запорізької Державної Інженерної Академії 75:79-89.
    The urgency of the study of the interaction of man, culture and education in the information society is gaining momentum, as the information society needs to deepen this interaction. This problem arises because people are beginning to rethink the problem of the context of the interaction of culture and education, which affect the person as a creature. The purpose of the study is to conceptualize the interaction of man, culture and education in an information society that requires (...)
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  38.  84
    Hermeneutics and inter-cultural dialog: linking theory and practice.Fred Dallmayr - 2009 - Ethics and Global Politics 2 (1).
    Inter-cultural dialog is frequently treated as either unnecessary or else impossible. It is said to be unnecessary, because we all are the same or share the same ‘human nature'; it is claimed to be impossible because cultures seen as language games or forms or life are so different as to be radically incommensurable. The paper steers a course between absolute universalism and particularism by following the path of dialog and interrogation - where dialog does not mean empty chatter (...)
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  39.  25
    Preliminary Draft Declaration on Universal Norms on Bioethics.Scientific And Cultural Organization United Nations Educational - 2005 - Jahrbuch für Wissenschaft Und Ethik 10 (1):381-390.
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  40.  8
    Inter-culturality and Philosophic Discourse.Chenyang Li (ed.) - 2013 - Cambridge Scholars Publishing.
    Responding to a deep and universal need of philosophizing in the context of intensive intercultural interaction among all philosophical traditions in the process of globalization, this timely book offers a unique collection of excellent papers on inter-translatability, art, and ethics; subjects which are most crucial for intercultural conversations today. Instead of opting for a "comparative philosophy" that suggests the superiority of philosophy in comparison with other forms of thought, this book explores "inter-translatability" between East and West, given that (...)
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  41.  21
    Mass culture, education and the perspective of individuality.Panos Eliopoulos - 2016 - Філософія Освіти 18 (1):36-46.
    For Adorno and Horkheimer, rationalism – in fact, a technical rationalism which becomes a rationalism of domination– failed to provide the path to the liberation of man and society. The aftermath, half education of the masses, is not an incomplete education or lack of education, but substantially hostility towards culture and genuine education, decay and involvement of education in individual considerations and benefits, with the contribution of mass dissemination of culture and art. Half education (...)
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  42.  25
    Inter-cultural Underst.Frances Berenson - 1992 - Nordic Journal of Aesthetics 5 (8).
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  43. Culture, education and philosophy in 14th and early 15th-century society.V. Herold - 1989 - Filosoficky Casopis 37 (1):120-135.
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  44. “Interest-based Open-Mindedness: Advocating the Role of Interests in the Formation of Human Character” [in Hebrew]. [REVIEW]Nadav Berman, S. - 2018 - Katharsis 30:146-165.
    Ayalon Eidelstein’s Openness and Faith focuses on the centrality of the idea of openness, or open-mindedness, to the educational sphere. The first half presents the challenges in modern ‘divided-consciousness’ and its consequences of egoism, materialism, and hedonism on the one hand, and religious fanatism on the other. Eidelstein’s main audience is the Israeli secular public, to which he proposes an educational and philosophical middle-way rooted in sincere human and inter-human openness. This openness is inspired by the idea of disinterestedness (...)
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  45.  7
    Cultural Education towards Exclusivism. Or, the Role of Education in shaping Exclusivism.Tudor-Cosmin Ciocan - 2021 - Dialogo 8 (1):94-109.
    The way in which the “traditional” system of education ends up deflecting people's attention from the things that make us, human beings, a whole, a species, and a unity, is constantly and ascendingly challenged and thought against. Currently, we need to find out what features of the former educational system, especially those institutionalized, maintained by the school and society, are highlighted here to be eliminated and what is their authentic value in the system. In the present approach, we will (...)
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  46.  60
    The Prospect of Familism in the Global Era: A Study on the Recent Development of the Ethnic-Chinese Business, with Particular Attention to the Indonesian Context.Yahya Wijaya - 2008 - Journal of Business Ethics 79 (3):311-317.
    The ethnic-Chinese business is often characterised by a central role of the family both in the structure of the firm and in its corporate culture. This has political, social as well as cultural reasons. The centrality of the family in business has its advantages and disadvantages. On the one hand, it enables a fast, efficient and flexible process of decision-making. On the other hand, it often contradicts modern business professionalism. The younger generation of ethnic-Chinese business actors tend to preserve (...)
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  47. Counseling as inter-culture : another "cultural hermeneutic".Ruth C. Chao - 2008 - In Jay Goulding, China-West interculture: toward the philosophy of world integration: essays on Wu Kuang-Ming's thinking. New York: Global Scholarly Publications.
  48.  42
    How Ethically Would Americans and Chinese Negotiate? The Effect of Intra-cultural Versus Inter-cultural Negotiations.Yu Yang, David De Cremer & Chao Wang - 2017 - Journal of Business Ethics 145 (3):659-670.
    A growing body of research has started to examine how individuals from different countries may differ in their use of ethically questionable tactics during business negotiations. Whereas prior research focused on the main effect of the national culture or nationality of the negotiator, we add a new factor, which is the nationality of the counterpart. Looking at both these variables allows us to examine whether and how people may change their likelihood of using ethically questionable tactics in inter-cultural (...)
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    Finding My Compass.Laura Inter - 2015 - Narrative Inquiry in Bioethics 5 (2):95-98.
    In lieu of an abstract, here is a brief excerpt of the content:Finding My Compass*Laura Inter+I was born in the 1980s, and much to my parents surprise, the doctors could not say whether I was a boy or a girl because my body had ambiguous genitalia. They then conducted a chromosome test and the result was XX chromosomes. I was assigned female and only later was diagnosed with congenital adrenal hyperplasia (CAH). Fortunately for me the endocrinologist who treated me (...)
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  50. What culture does inter-cultural dialogue about human rights require?Martin Profant - 2011 - Filosoficky Casopis 59 (4):501-516.
     
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