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The Teaching of Religion in a Multicultural Society. The Results of Empirical Research in Catholic Middle Schools in Rome

100%

Stankowski B.

Kwartalnik Pedagogiczny

2005

tom 50

nr 1(195)

187-200

The study constitutes a part of the author's Ph.D. dissertation presenting the results of his empirical research into multicultural education in Catholic middle schools in Rome by means of a questionnaire delivered to teachers in 2000. He has investigated the role of the Catholic middle school in a modern multicultural society, especially in the teaching of the Catholic religion in the presence of members of different religions. Teachers were asked to present their attitude to intercultural education, and to make proposals for running Catholic schools attended by pupils from different parts of the world. The study reveals the teachers' positive attitudes toward various aspects of intercultural education. Many teachers, however, find it difficult to change their monocultural mentality, which is typical of a 'singleculture country'.

MARX BACK IN SCHOOLS: MULTICULTURAL EDUCATION AS A TOOL OF BETTER SOCIETY (Marx opat v skolach: Multikulturna vychova ako nastroj lepsej spolocnosti)

75%

Daniskova Z.

Pedagogický časopis (Journal of Pedagogy)

2010

tom 1

nr 1

13-24

Based on a brief analysis, the text is dealing with identifying multiculturalism as an ideology related to neo-Marxism as well as postmodernism. Some of the fundamental features of postmodernism are represented by scepticism towards the truth and the end of great story-telling, plurality of discourses which are caused by our interpretation and their mutual incommensurable. In critical sociology (engaged, radical, or so-called new sociology), social events are explained by the distribution of power, resources, opportunities and property, and this unequal distribution reflects and maintains social inequality. It is possible to reflect these characteristics not only theoretically, but practically as well - looking at multicultural education, which is considered to be the modern educational tool of the multicultural society. This text is pointing out some of its drawbacks and dangers through the dimension of school change (curricular change not governed by the 'western view' and organizational change corresponding with principles of 'child-centred education' and pedagogical pragmatism) and society change (internally diversified society in which still diversity is being deepened). Moreover, it is showing its worthlessness based on incorrect understanding of goals of the humanities - Aristotle's orthos logos (R. Scruton).