The Intercultural Glossary Project

Concept learning as Education for Intercultural Understanding

Claudia Lenz, EWC

Structure of this introduction

Idea and approach of the glossary project

The elements of the glossary project

The influence of conceptual history

Testing of approach I.

Testing of approach II.

The Intercultural Glossary Project

Idea and goals:

Development and testing of an educational tool focusing on the interactive investigation and reflection of key concepts in the area of Education for Democratic Citizenship (EDC), Human Rights Education (HRE) and Intercultural Education (ICE)

Concept learning as dialog and intercation

Basic assumption: Different ways of understanding and ”making sense” of concepts are a valuable ressource for learning

Approach: By not offering ready made definitions, a holistic learning process is initiated, by encourageing

• Curiosity and openness towards diversity• Reflexivity and critical thinking• Search for knowledge and understanding

Concept learning as dialog and interaction

Starting point: Individual understandings of concepts • Attributing authority to learners to take part in knowledge production, • But also: challenging them to reflect and contextualize own assumptions

The initial productivity of misunderstandings:•Awarness of different meanings in different contexts•A key precondiction for Intercultural understanding

Weak relativism:• Respecting diversity of understandings• Reasoning and capacity to explore and quest one’s own and other’s understadning

Leaning towards HRE principles:

«Learning about» «Learning through» «Learning for»(M. Eckmann)

Leaning towards HRE methodology

• Encouragement of reflection, analysis and critical thinking

• Encouragement of non-hierarchical, democratic, collaborative learning environments

• Recognition of a variety of points of view• Promotion of personal enrichment, self-esteem

and respect for the individual• Emphasis on skill building and practical

application of learning

Compasito/CoE 2007

The interrelated elements of the IGP:

Online learning tool and resource: WIKI Learning methods, learning materialsPeer learning activities (face-to-face, online)

Onlineglossary

Learning activities

Methods/Materials

Conceptual History as theoretical source of

inspiration To investigate the meanings of concepts..

..over time – the diacronic perspective..within contemporary contexts – the

synchronic perspective

“[To] alienate the concepts through past experiences can contribute to a contemporary raising of awareness that leads from historical clarification to political clarity.»

(Reinhard Koselleck 1972)

Operationalizing diachronic and synchronic perspectives:

«Speaker position chart»

Testing the approach I.:

Pestalozzi workshop: «From Division to Diversity»

19 teachers and teacher trainers from 16 countries

«Workshop glossary» in three steps:I: individual reflection about meaning(s) of key

concepts II: group work on working definitionsIII. exploring and systematisation of meanings

(speaker position chart)

Testing the approach II:”Tandem” between Universities of Trondheim and Hamburg

Concepts chosen:

Cultural heritage, Antisemitism, islamophobia, European identity.

Workings steps:

1)A personal account of what meaning(s) the chosen concept has for the student.

2)Exploration of scientific definitions the concept is given.

3)Examination of context and purposes related to the uses of the concept in contemporary society.

4)Investigation of historical uses of the concept and tracing changes in the content over time.

Product: Text and speaker position chart (-> glossary entry)

Partners:

Federal Agency for Civic Education/Germany (bpb);

The European Wergeland Centre

Norwegian University of Science and Technology;

University of Hamburg ;

KULTRANS/University of Oslo;

Centre for Human Rights Education University of Teacher Education Central Switzerland/ Lucerne;

Havard University/USA

Higher School of Economics/Moscow;

Network of European Citizenship Educators/ NECE