In: Visnyk Charkivsʹkoi͏̈ deržavnoi͏̈ akademii͏̈ kulʹtury: zbirnyk naukovych prac' = Visnyk of Kharkiv State Academy of Culture : scientific journal, Heft 64, S. 61-75
The relevance of the article. Today is characterized by great attention to the communicative component in all areas of society, because it is communication that plays an important role in the establishment of a new socio-cultural order and in the reproduction of its structures. Such challenges place rather high demands on both personal and professional qualities of future communication specialists. Therefore, the training of mobile, creative, competent, successful, competitive communication specialists in the conditions of socio-economic changes in Ukraine is the main task facing higher education. It is possible to ensure the proper quality of training of domestic communication specialists based on the creative use of pedagogical experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Despite the large number of studies devoted to the actual issues of training specialists, the experience of innovative approaches to the provision of educational services in the USA has not yet been sufficiently studied. Meanwhile, the rapid application of innovation in the organization of the educational process, in particular in the field of training mobile, creative, competent, successful, competitive communication specialists, is a necessary condition for the development of Ukrainian society.
The purpose of the article — study of the experience of the USA regarding the organization of professional training of bachelors in communications, research of the content and features of the curricula of leading American educational institutions that offer education at the educational level "Bachelor of Communications" with the aim of using such approaches in the practice of Ukrainian universities.
The methodology. Analytical method, methods of description, comparison and generalization were applied for the research.
The results. The issue of training communication specialists in the leading universities of the United States of America in the bachelor's program was considered. Data on the popularity and demand of specialists who have completed a bachelor's degree in communications in the USA are presented. A review of the content of bachelor's training programs in communications at more than 20 US universities was carried out. The peculiarities of bachelor's training in communications at the University of Miami (The University of Miami) and Florida International University (Florida International University, FIU) are analyzed. Emphasis is placed on the need to study, adapt and implement the positive experience of US universities regarding the training of communication specialists in Ukrainian universities.
The scientific novelty. This study offers an analysis of the content of bachelor's programs of leading American educational institutions that offer studies at the educational level "Bachelor of Communications" in 2023.
The practical significance. Research materials and conclusions can be used to adapt and implement the experience of US universities in training communication specialists in Ukrainian universities, in particular, to improve the content of educational programs.
Conclusions. Effective development of modern communications is impossible without improving the quality of training bachelors in communications in higher educational institutions of various types and forms of ownership in Ukraine. To solve this problem, it is necessary to take into account the experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Currently, the USA is one of the most popular places to get a bachelor's degree in communications. The US universities offer a wide selection of bachelor's programs in communications, among which the most popular are: Bachelor of Arts in Communications; Bachelor of Arts in Organizational and Strategic Communication; Bachelor of Business and Communications; Bachelor of Digital Media and Communications; Bachelor of Science in Interpersonal Communication; Bachelor of Science in Corporate Communications. The curriculum emphasizes students' understanding of communication in a variety of contexts (interpersonal, intercultural, organizational, political, and mass communications) and prepares future professionals to be effective and well-rounded communicators. Such specialized skills will allow students to choose from a wide range of career opportunities after completing the program in a variety of industries.
The fundaments of fruitful communication at the academic mobility processes are analyzed at the paper. Authorstands at position that multicultural tolerant thinking is a basic fundament for communication at alternative academic environment and modern pedagogical conditions have to be guided by multicultural principles. The question of searching of the global ethics values also analyzed at the article. We think that these values could promote multicultural dialog at academic environment as well as solve wide range of of problems at the modern polycultural society.Academic mobility is a complicated process of personal and professional development when person meets theneed to solve own everyday situations analyzing them standing at positions of one's own culture together with another one culture positions. At these situation person should wide range of own personal specific skills such as ability of multicultural communication; tolerant thinking without discrimination manifestations; self-reflection; existential openness etc. The member of academic society should realize the challenges one can face at alternative academic environment and should be ready for active adequate fit into the different lingual and cultural landscape.We understand 'multiculturalism' according to F.Brezzi as a term emerged in Canada at the end of the 1960s and described the 'silent revolution' of French Canadians, who form a minority in Canada but a majority in the province of Québec. One of their main objectives was the demand for state institutions to be bilingual, and for biculturalism in schools, which meant a separate curriculum for French-speakers differing from the curriculum for Anglo-Canadians.During the past twenty-five years multiculturalism has also been debated among philosophers and social scientists. In political philosophy the question arose in attempts to define the nature of a good liberal society (J.Rex, G.Singh).The historical and modern experiences prove that it is possible for different cultures to interact with agreementat interpersonal and group levels. It is principally possible to solve misunderstandings and give a common groundbecause of existence of universal examples of social interaction marked by different forms of behavior depending from cultural background: people at all the cultures greet one another, educate children, decide disputes doing it in different ways according to norms and usages formed historically.The planetary ethics is a main imperative of present days which is an ethics of Human as a whole directed on well-being of all the citizens of our planet. It is an attempt to substantiate common values, guiding rules, personal attitudeand acts independently form culture, religion, ideology, political and economic systems.Concerning the educational problematic, P.Freire criticize monological type of education and underlines that it can'tform dialogic, plural, nonlinear type of thinking and we need categorical steps toward dialogical, subject-subject relations at education processes. New pedagogy require learners to became members of pluralistic global society throughout development of education programs aimed on individuals with understanding of own culture as well respecting another ones. The feature of correct thinking at education is a strong-willed negation of all the forms of discrimination (race, gender, class ones) which are the challenge for the essence of human entitle together with radical threat for democracy.Author underlines that there is a need to find new strategies of higher education area modernization coupled with globalization tendencies with their everyday growing value. Academic mobility is one of the leading instruments fordeveloping of the higher education area and research one thus mobility implementation should take global, multicultural context into account. The academic mobility participants have to be ready for performing of fruitful intercultural communication based on the values of global ethics. The fundament of this ethics is tolerance, understanding and respect of Other, openness and flexibility of mind. ; В статье анализируются основы построения плодотворной коммуникации при осуществлении академической мобильности. Автором предлагается подход, согласно которому мультикультурное, толерантное мышление является основой для коммуникации в иной академической среде, а педагогические условия должны ориентироваться на мультикультурные принципы. Анализируется вопрос необходимости поиска ценностей глобальной этики для ХХІ ст., которая способствовала бы межкультурному диалогу как в академической среде, так и при решении широкого спектра задач в современном поликультурном обществе. ; У статті аналізуються засади розбудови плідної комунікації у здійсненні академічної мобільності. Авторомпропонується підхід, згідно з яким мультикультурне, толерантне мислення є основою комунікації в іншому академічному середовищі, а педагогічні умови повинні орієнтуватися на мультикультурні принципи. Аналізується питання необхідності пошуку цінностей глобальної етики для ХХІ ст., яка сприяла б міжкультурному діалогу як в академічному середовищі, так і у вирішенні широкого спектру завдань у сучасному полікультурному суспільстві.
У статті розглядаються теоретичні засади розвитку двомовного навчання у США. Розкривається сутність поняття «двомовне навчання» та інших суміжних понять, які стосуються сфери двомовності. Автор знайомить з провідними ідеалами американської філософії освіти, які стосуються двомовного навчання, тенденціями та основоположними принципами розвитку двомовного навчання у США.Автор акцентує увагу на тому, що двомовне навчання у США є досить розвиненим. Вивченням двомовного навчання у Сполучених Штатах займалося багато зарубіжних науковців. Найавторитетнішими з них є: К. Бейкер, C. Пріс-Джонс, О. Гарсія, Дж. Каммінс та інші. В основу двомовного навчання покладено теорію конструктивізму, яка базується на вивченні досвіду природного засвоєння другої мови. На основі досліджень її автори: Дж. Каммінс, С. Крашен, Т. Скутнаб-Кангас зробили висновок, що основним принципом вивчення другої мови є принцип використання навичок, здобутих при вивченні першої (рідної) мови, які слугують основою для засвоєння другої.Автор підкреслює, що провідні ідеали, основоположні принципи, форми та методи, організація та зміст двомовного навчання США є актуальними та ефективними на даному етапі розвитку суспільства, яке прагне до міжкультурного спілкування, бо тенденціями розвитку двомовного навчання у США є дотримання у навчанні принципу демократичності, рівності, солідарності, свободи вибору, мультикультурності, ступеневості та неперервності навчання, диверсифікації структур і форм, гуманізації освіти, дотримання міжпредметних зв'язків тощо. Автор запевняє, що протягом останніх десятиріч практикування двомовного навчання у США країна придбала неабиякий досвід і є гарним прикладом для наслідування для інших мультикультурних держав, зокрема України.В статье рассматриваются теоретические основы развития двуязычного обучения в США. Раскрывается сущность понятия «двуязычное обучение» и других смежных понятий, касающихся сферы двуязычия. Автор знакомит с ведущими идеалами американской философии образования, касающиеся двуязычного обучения, тенденциями и основополагающими принципами развития двуязычного обучения в США. Автор акцентирует внимание на том, что двуязычное обучение в США есть достаточно развитым. Изучением двуязычного обучения в Соединенных Штатах занимались многие зарубежные ученые. Авторитетными из них являются: К. Бейкер, C. Прис-Джонс, А. Гарсия, Дж. Камминс и другие. В основу двуязычного обучения положена теория конструктивизма, которая базируется на изучении опыта природного усвоения второго языка. На основе исследований ее авторы: Дж. Камминс, С. Крашен, Т. Скутнаб-Кангас сделали вывод, что основным принципом изучения второго языка является принцип использования навыков, полученных при изучении первого (родного) языка, которые служат основой для усвоения второго. Автор подчеркивает, что ведущие идеалы, основополагающие принципы, формы и методы, организация и содержание двуязычного обучения США актуальны и эффективны на данном этапе развития общества, которое стремится к межкультурному общению. Потому тенденциями развития двуязычного обучения в США является соблюдение в обучении принципа демократичности, равенства, солидарности, свободы выбора, мультикультурности, ступенчатости и непрерывности обучения, диверсификации структур и форм, гуманизации образования, соблюдения межпредметных связей и т.д. Автор уверен, что в течение последних десятилетий практики двуязычного обучения в США страна приобрела большой опыт и является хорошим примером для подражания для других мультикультурных государств, в частности Украины.The article deals with the theoretical foundations of bilingual education in the United States. The essence of the concept «bilingual education» and other concepts that relate to the bilingualism are elucidated. The author introduces the major ideals of the American philosophy of education related to bilingual education, trends and the fundamental principles of bilingual education in the United States.The author focuses on the fact that bilingual education in the United States is well advanced. Many foreign scientists studied bilingual education in the United States. Most reputable ones are: K. Baker, C. Priest-Jones, A. Garcia, J. Cummins and others. The basis of bilingual education includes constructivism theory, which is based on the experience of natural mastering a second language. On the base of the researches the authors of the theory, J. Cummins, S. Krashen, T. Skutnab-Kangas, concluded that the basic principle of learning a second language is the principle of using the skills gained in the study of the first (native) language, which serve as a basis for learning the second language.The author stresses that key ideals, underlying principles, forms and methods of organization and content of the United States bilingual education are relevant and effective at this stage of social development. Nowadays society seeks to intercultural communication because trends of the bilingual education development in the United States are being in compliance with the principle of democratic education, equality, solidarity, freedom of choice, multiculturalism, the continuity of the level of education, and diversification of forms, humanizing of education, following interdisciplinary connections and so on. The author says that in recent decades the practice of bilingual education in the United States was highly developed and the country has gained a great bilingual experience and can be a good model for other multicultural countries, including Ukraine.
У статті розглядаються теоретичні засади розвитку двомовного навчання у США. Розкривається сутність поняття «двомовне навчання» та інших суміжних понять, які стосуються сфери двомовності. Автор знайомить з провідними ідеалами американської філософії освіти, які стосуються двомовного навчання, тенденціями та основоположними принципами розвитку двомовного навчання у США.Автор акцентує увагу на тому, що двомовне навчання у США є досить розвиненим. Вивченням двомовного навчання у Сполучених Штатах займалося багато зарубіжних науковців. Найавторитетнішими з них є: К. Бейкер, C. Пріс-Джонс, О. Гарсія, Дж. Каммінс та інші. В основу двомовного навчання покладено теорію конструктивізму, яка базується на вивченні досвіду природного засвоєння другої мови. На основі досліджень її автори: Дж. Каммінс, С. Крашен, Т. Скутнаб-Кангас зробили висновок, що основним принципом вивчення другої мови є принцип використання навичок, здобутих при вивченні першої (рідної) мови, які слугують основою для засвоєння другої.Автор підкреслює, що провідні ідеали, основоположні принципи, форми та методи, організація та зміст двомовного навчання США є актуальними та ефективними на даному етапі розвитку суспільства, яке прагне до міжкультурного спілкування, бо тенденціями розвитку двомовного навчання у США є дотримання у навчанні принципу демократичності, рівності, солідарності, свободи вибору, мультикультурності, ступеневості та неперервності навчання, диверсифікації структур і форм, гуманізації освіти, дотримання міжпредметних зв'язків тощо. Автор запевняє, що протягом останніх десятиріч практикування двомовного навчання у США країна придбала неабиякий досвід і є гарним прикладом для наслідування для інших мультикультурних держав, зокрема України.В статье рассматриваются теоретические основы развития двуязычного обучения в США. Раскрывается сущность понятия «двуязычное обучение» и других смежных понятий, касающихся сферы двуязычия. Автор знакомит с ведущими идеалами американской философии образования, касающиеся двуязычного обучения, тенденциями и основополагающими принципами развития двуязычного обучения в США. Автор акцентирует внимание на том, что двуязычное обучение в США есть достаточно развитым. Изучением двуязычного обучения в Соединенных Штатах занимались многие зарубежные ученые. Авторитетными из них являются: К. Бейкер, C. Прис-Джонс, А. Гарсия, Дж. Камминс и другие. В основу двуязычного обучения положена теория конструктивизма, которая базируется на изучении опыта природного усвоения второго языка. На основе исследований ее авторы: Дж. Камминс, С. Крашен, Т. Скутнаб-Кангас сделали вывод, что основным принципом изучения второго языка является принцип использования навыков, полученных при изучении первого (родного) языка, которые служат основой для усвоения второго. Автор подчеркивает, что ведущие идеалы, основополагающие принципы, формы и методы, организация и содержание двуязычного обучения США актуальны и эффективны на данном этапе развития общества, которое стремится к межкультурному общению. Потому тенденциями развития двуязычного обучения в США является соблюдение в обучении принципа демократичности, равенства, солидарности, свободы выбора, мультикультурности, ступенчатости и непрерывности обучения, диверсификации структур и форм, гуманизации образования, соблюдения межпредметных связей и т.д. Автор уверен, что в течение последних десятилетий практики двуязычного обучения в США страна приобрела большой опыт и является хорошим примером для подражания для других мультикультурных государств, в частности Украины.The article deals with the theoretical foundations of bilingual education in the United States. The essence of the concept «bilingual education» and other concepts that relate to the bilingualism are elucidated. The author introduces the major ideals of the American philosophy of education related to bilingual education, trends and the fundamental principles of bilingual education in the United States.The author focuses on the fact that bilingual education in the United States is well advanced. Many foreign scientists studied bilingual education in the United States. Most reputable ones are: K. Baker, C. Priest-Jones, A. Garcia, J. Cummins and others. The basis of bilingual education includes constructivism theory, which is based on the experience of natural mastering a second language. On the base of the researches the authors of the theory, J. Cummins, S. Krashen, T. Skutnab-Kangas, concluded that the basic principle of learning a second language is the principle of using the skills gained in the study of the first (native) language, which serve as a basis for learning the second language.The author stresses that key ideals, underlying principles, forms and methods of organization and content of the United States bilingual education are relevant and effective at this stage of social development. Nowadays society seeks to intercultural communication because trends of the bilingual education development in the United States are being in compliance with the principle of democratic education, equality, solidarity, freedom of choice, multiculturalism, the continuity of the level of education, and diversification of forms, humanizing of education, following interdisciplinary connections and so on. The author says that in recent decades the practice of bilingual education in the United States was highly developed and the country has gained a great bilingual experience and can be a good model for other multicultural countries, including Ukraine.
This is a report on the educational merits of an extracurricular community-building learning project undertaken at Kyoto University of Foreign Studies which was begun in April 1997 and is still operating at the time this article was written in early 2012. This project is a micro-financing house-building initiative conducted in collaboration with the NGO Habitat for Humanity International (HFHI). The houses are built to reduce poverty and to provide protection and relief from natural disasters. A description of the project, an outline of its major activities, an analysis of its development as an agent of innovative student-led educational extracurricular activities, and a discussion of the project's possible links with the curriculum are included. The HFHI extracurricular learning project has benefited the university in three ways. First, the projects have provided students with practical experiences in conceiving, planning, and carrying out action-plan projects which are small-scale simulations of the work of international community-building NGOs and also of logistical and communication aspects of business activities. Second, it may be claimed that the projects outlined in this report have Peace Studies curriculum links in the learning of foreign languages and cultures, the practice of intercultural communication skills and the development of better understandings of global political, social and economic issues. Third, student management of, and participation in, the projects may lead to important attributes of university success: a development of critical thinking capacity and a dedicated engagement in self-regulated learning. 要旨 本稿は、1997年4月に開始され、2012年初頭の本論執筆時現在も実施されている、京都外国語大学のコミュニティ構築課外学習プロジェクトの教育的メリットについての報告である。このプロジェクトは、NGO団体ハビタット・フォー・ヒューマニティー・インターナショナル(HFHI)と共同で実施されている少額融資による住宅建設の取り組みであり、住宅を建設することによって貧困を減らし、自然災害の危険と不安を取り除くことを目指している。本稿にはプロジェクトの説明、主な活動の概要、革新的な学生主導型教育課外活動の担当教員として述べるプロジェクト展開の分析、およびプロジェクトをどのようにカリキュラムと関係づけられるかに関する議論が含まれる。HFHI課外学習プロジェクトが大学に果たしてきた貢献は次の3点である。第一に、プロジェクトのおかげで学生たちは、国際的コミュニティ構築NGOの業務、ならびに商業活動の物流管理と意思疎通を小規模にシミュレーションできる行動計画プロジェクトを着想し、計画し、実行することを実地に経験できた。第二に、本報告で概述されるプロジェクトは平和学カリキュラムを通じて、外国の言語と文化の学習、異文化間における意思疎通能力の実践、そして世界的な政治、社会、経済問題の理解を深めることにつながっていると言える。第三に、学生がプロジェクトをまとめ、プロジェクトに参加することによって、大学が躍進するための重要な特質である、批判的思考能力の育成と自己管理型学習への熱心な取り組みが実現され得る。
En este trabajo se describen las condiciones de salud de Ecuador y con mayor detalle, las características del sistema ecuatoriano de salud, incluyendo su estructura y cobertura, programas de salud, fuentes de financiamiento, los recursos físicos, materiales y humanos de los que dispone, las tareas de rectoría que desarrolla el Ministerio de Salud Pública. La República de Ecuador no escapó de los efectos de las sucesivas crisis económicas, y su sistema de salud estuvo marcado por más de 15 años de reforma neoliberal. Con la Revolución Ciudadana en el 2007 se producen grandes transformaciones en el sector de la salud, destacando la implementación del Modelo de Atención Integral de Salud Familiar, Comunitario e Intercultural (MAIS-FCI). Actualmente el Ministerio de Salud Pública de Ecuador está implementando cambios estructurales en el sector salud que se enmarcan en el proceso de la Revolución Ciudadana, que el Gobierno Nacional ha impulsando desde el año 2007. El presidente Rafael Correa aprobó un financiamiento adicional de 255 millones de dólares para mejorar la infraestructura y el equipamiento de 1.861 centros de salud y 127 hospitales públicos, y para contratar a 4.500 trabajadores. Ecuador cuenta con un plan que busca captar y retener la mayor cantidad de profesionales de la salud ecuatorianos y extranjeros que se encuentran en el exterior, priorizando médicos especialistas y subespecialistas, altamente capacitados, que cuenten con los conocimientos, experiencia, destrezas y competencias técnicas necesarios, a fin de cubrir los requerimientos en la áreas críticas y regiones desabastecidas del Ecuador. Las transformaciones sufridas por el sector salud con la Revolución Ciudadana se enmarcan en dos etapas: 1ª) la primera, de inversión urgente y recuperación de lo público, mejorando la infraestructura, equipamiento, recursos humanos, dotación de medicamentos e insumos a las unidades de salud del Ministerio de Salud Pública, con la finalidad de incrementar la cobertura de atención y disminuir el alto gasto para la recuperación de la salud de las familias ecuatorianas; 2ª) la segunda etapa, va dirigida al fortalecimiento de la red pública integral de salud a través del Modelo de Atención Integral de Salud vigente en el país, que cuenta con un amplio marco legal y normativo que garantiza el derecho a la salud, la estructuración del Sistema Nacional de Salud y la protección de los grupos poblacionales. Además el sistema de salud del Ecuador busca elevar la cobertura de asegurados siendo esta progresiva y voluntaria. La meta inicial, es captar a 400.000 personas que realizan trabajo no remunerado y que reciben el bono de desarrollo humano (BDH). En los próximos cuatro o cinco años se espera alcanzar al universo total de amas de casa del país, que suma alrededor de 1,5 millones. Abstract In this work the health situation of Ecuador and in greater detail, the characteristics of the Ecuadorian health system, including its structure and coverage, health programs, funding sources, the physical, material and human resources at its disposal are described. The Republic of Ecuador did not escape the side effects of the different economical crisis and its health system was severely marked by over 15 years of neoliberal reform. The "Citizen's Revolution" in 2007 is promoting major changes in the health sector, highlighting the implementation of the Comprehensive Care Model Family Health, Community and Intercultural (MAIS - FCI). Currently the Ministry of Public Health of Ecuador is implementing structural changes in the health sector that are part of the process of the "Citizen's Revolution". Ecuador's President, Rafael Correa, has approved an additional funding of $ 255 million in order to improve infrastructure and equipment of 186.127 health centers and public hospitals, and to include 4,500 health workers. Ecuador has a plan that seeks to attract and retain as many health professionals Ecuadorians and foreigners as possible who are abroad, prioritizing sub-specialist physicians and highly trained specialists, who have the knowledge, experience, skills and competencies techniques necessary to meet the requirements in critical areas and underserved regions of Ecuador. The transformations of the health sector, the Citizen Revolution, implies two stages: 1st) first, urgent investment and recovery of the public, improving infrastructure, equipment, human resources, provision of medicines and supplies to health units of the Ministry Public Health, in order to increase the coverage of care and reduce the high cost to the health recovery of Ecuadorian families. 2nd) the second stage is aimed at strengthening the comprehensive public health network through the Model of Integrated Health Care in force in the country, it has a comprehensive legal and regulatory framework that guarantees the right to health, the structuring of the National System Health and protection of the population groups. Besides the health system of Ecuador seeks to improve the coverage of insured, being this progressive and voluntary. The initial goal is to attract 400.000 people performing unpaid work and receiving the Human Development Bonds (BDH). In the next four or five years it is expected to reach the total universe of housewives in the country, totaling about 1.5 million OBJETIVOS. objetivo general. • Caracterizar la evolución del sistema sanitario del Ecuador Objetivos específicos. • Identificar los principales problemas del sistema de salud • Evaluar las estrategias implementadas para mejorar los servicios de salud. Material y Método. En este trabajo se realiza una revisión de los datos y documentos pertinentes, tanto oficiales como de otro tipo que se inician con la creación del ministerio de salud pública (MSP) en el año 1967, así como de sus antecedentes, las políticas de salud de cada periodo de gobierno, las influencias y aportes de los organismos internacionales como ejes principales. Es un trabajo de carácter, descriptivo, retrospectivo. Los datos y documentos proceden del MSP, documentales, trabajos realizados, sobre estos objetivos y con ayuda de otras instituciones tales como el instituto nacional de estadísticas y censo (INEC), ministerio de salud pública (MSP), organización mundial de la salud (OMS), Banco Central de Ecuador (BCE), así mismo se analizan algunos aspectos sobre la estructura del sistema de servicios como la financiamiento del sector, recursos humanos, investigación, tecnología, participación social, etc. Analizamos la situación de salud de la población retrospectiva y los cambios en la estructura sanitaria que se han venido dando hasta la actualidad. La exposición se hace siguiendo los siguientes apartados, 1º) Marco político, 2º)demografía y epidemiología, 3º) Salud pública, 4º) Atención primaria de salud, 5º) sistema sanitario del Ecuador, 6º)modelo de atención integral de salud, familiar, comunitario e intercultural, 7º) programa de medicamentos, 8º) plan nacional para el buen vivir.9º) antecedentes de un pacto social excluyente en el ecuador republicano. 1. Conclusiones 1ª) El sistema de salud del Ecuador se encuentra en un proceso de transición desde los modelos clásicos de atención centrada en los grandes hospitales hacia una integración en toda la estructura de servicios de salud. La evolución política del país se ha caracterizado por inestabilidad de las instituciones y alto grado de conflictividad social, entre los años de 1992 y 2006, por el cambio continuo de gobernabilidad, violencia social e incremento de la corrupción, inestabilidad administrativa y falta de continuidad en la gestión pública. 2ª) La salud pública continua evolucionando logrando avances significativos, perfeccionándose en dar solución a los problemas actuales, eliminando las causas que dieron origen desde sus raíces y avanzar con mayor seguridad hacia su desarrollo. ecuador ha dado un cambio significativo mejorado el sistema de salud con nuevas, implementando hospitales centros de salud con la última tecnología, así mismo con la meta que todos los ecuatorianos tengan un servicio de salud, programas que han ayudado a la disminución de enfermedades muertes y a mejorar lla calidad de vida de la población ecuatoriana. desde año 2011 hasta mayo de 2014 se han terminado de construir 12 hospitales. Actualmente se encuentran en ejecución 29 hospitales 7 centros de salud hasta abril de 2014 y otras 72 unidades se encuentran en construcción. Hasta 2017 está planificada la edificación de 956 centros adicionales, en todos los rincones del país. Por primera vez los hospitales y centros de salud se encuentran ampliamente equipados con tecnología, medicinas y suministros suficientes, que facilitan el trabajo de los profesionales de la salud, y garantizan mayor precisión en el diagnóstico y tratamiento de las patologías. 3ª) Es evidente que el sistema de Salud Pública de Ecuador ha mejorado sustancialmente durante el último gobierno, pero las mejoras en el sistema se deben principalmente al aumento de los recursos para este servicio público antes que a procesos de reestructuración institucional. La salud tiene avances significativos. El Ecuador ha logrado cumplir con casi el 80% de las metas de los Objetivos del Milenio. Mediante una acción integral orientada a la reducción de inequidades durante el período de la Revolución Ciudadana, con avances significativos en el cumplimiento de los ODM, sobre todo en educación, salud y vivienda. 4ª) Los cambios sociales ocurridos en los últimos años en la República de Ecuador, con la Revolución Ciudadana, han propiciado transformaciones radicales en el sistema de salud, destacándose el Modelo de Atención Integral de Salud Familiar, Comunitario e Intercultural (MAIS-FCI), que centra su accionar no solo en el individuo sino también en la familia y en la comunidad, con un enfoque predominante hacia la promoción de salud y la prevención de enfermedades, logrando la equidad en la prestación de los servicios y el respeto a la interculturalidad. 5ª) La economía ecuatoriana ha presentado un robusto y continuado crecimiento desde su dolarización en enero del 2000, cultivando varios logros como su matriz energética e incrementar la inversión pública en infraestructuras: hidroeléctricas, carreteras, aeropuertos, hospitales, colegios, etc. A pesar del crecimiento que se han dado en los ultimos años al igual que la mayoría de los países latinoamericanos, su economía sigue dependiendo de las exportaciones de materias primas, siendo el petróleo la principal fuente de riqueza del país. para superar esta situacion el Estado está haciendo inmensos esfuerzos en pasar de una economía extractivista a una economía del conocimiento y valor agregado, por eso se está becando a jóvenes para estudiar en universidades de prestigio en el primer mundo, se está elevando el nivel académico de las universidades ecuatorianas con la Ley de Educación Superior y se está construyendo la ciudad del conocimiento: Yachay, con asesoría coreana. 6ª) Demográficamente en el 2010, Ecuador cuenta con 14.2 millones de habitantes, 50.1% son hombres y 49.9% mujeres, las tendencias de crecimiento de población han cambiado debido a factores como la reducción de la tasa bruta de natalidad de 32.4 a 11.4 nacimientos por 1 000 habitantes entre los años 1981 y 2010. actualmente la poblacion se encuentra en 16.225, de los cuales el 51.1% son hombres y el 49.9% son mujeres, este incremento se debe al retorno de ecuatorianos . según INEN nos informa que la población ecuatoriana a ascendido a cifras muy altas debido al retorno de miles de ecuatorianos que alguna vez emigraron a otros países en busca de mejorar sus condiciones de vida. 7ª)En el 2010, Cuba, Chile y Puerto Rico registran una esperanza de vida 79,3 años , seguido de ecuador que registra una esperanza de vida de 75 años . En 2013 la esperanza de vida en Ecuador subió hasta llegar a 76,47 años, las mujeres con 79,40 años, mayor que la de los hombres que fue de 73,67 años. Ecuador mantiene el puesto 53 en el ranking de los 182 países de los que publicamos la Esperanza de vida. Esto quiere decir que los habitantes tienen una esperanza media-alta, en lo que respecta al resto de los países. Si miramos la evolución de la Esperanza de Vida en Ecuador en los últimos años, vemos que ha subido respecto a 2012 en el que fue de 76,19 años, al igual de lo que ocurre respecto a 2003, en el que estaba en 74,24 años, y se estima que para el 2020 la esperanza de vida será de 77,3 años.
NOTICIAS / NEWS ("Transfer", 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza 5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016. https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla, 27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d'Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. "Translation policy: connecting concepts and writing history" 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 "Translation Studies: Moving Boundaries", European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l'anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury's "Literatures, Cultures, Translation." 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.
Learning pluralism and shaping religious identity in the context of cultural and ideological differences – between traditional diversification and contemporary pluralism
In the public and academic discourse, pluralism is recognized as one of the main features of the contemporary Western world, which is culturally, religiously and ideologically diversified. According to its supporters and promotors, pluralism is a significant value which constitutes a virtue of the modern world. However, pluralism is also associated with various problems, dilemmas and difficulties. Contemporary cultural pluralism has a substantial impact on shaping the religious identity and causes significant changes within it. In the 1970s and 1980s, sociologists indicated some pluralization processes which modified religious identity. In 1983, while examining the determinants of the Church activities in the industrial society, Janusz Mariański – a sociologist of religion, agreed with the observation that "what is eliminated in the pluralistic society is the situation of the monopoly of church institutions in interpreting human reality in the consciousness of the contemporary man. Religious values are not the only which give sense to fundamental values institutionalized in the society". Thus, religion ceases to have the earlier potentialities of the monopoly in the sphere of fundamental values. The issue of pluralism, widely discussed today and raising a lot of dispute, can be viewed from the perspective of the analysis of broadly understood learning processes and outcomes (the analysis of educational and self‑educational activities). Pluralism can be perceived as a process and a result of mutual and constant learning in the (educationally potent and dynamic) relationship with individuals who show more or less different attitudes and beliefs – a process of learning those who, by entering relationships with each other, preserve and at the same time shape their different identities. If a person enhances the inner will to learn constantly, to multiply the cognitively valuable knowledge, to improve intellectual skills, this willingness should lead to the recognition of important intrinsic and educational values of other attitudes and beliefs. By meeting what is to some extent different, it is possible to learn further and, with growing accuracy, to recognize the fields of one's own ignorance. Modern pluralism poses serious challenges to religion. The statement used in sociological discourse that "pluralistic tendencies are destructive to religion" can be read by those for whom religion – confessing religious faith – is close and important as a challenge to oppose pluralism for the sake of the defense of traditionally perceived religious faith, the defense of its world view and its institution. Such a deeply engaged interpretation imposes formulating an alternative: either the pluralistic tendencies which are destructive to religion get intensified or religion gets more power, counteracting the dangerous tendencies of pluralism which pose threat to religion. Two different ways of the inner diagnosis of religion are outlined here. The first is a fundamentalist one and consists in "strengthening its own positions", as it recognizes that the overemphasized (in religion) elements of openness and dialogue weaken religion from inside, making it more sensitive to destructive influence of pluralism (openness and dialogue are a "Trojan horse" of hostile pluralism, let into the inside of religion). The second way, of the in‑depth and self‑critical reflection upon the current situation of religion, may lead to recognizing (among the elements so far belonging to religious identity) those which – in the context of pluralism and in spite of their presence for many centuries – are of doubtful value or even become the causes of the destructive crisis of religion in spite of their being situated inside it. Therefore, the situation of pluralism allows for cleaning religion, which is confronted with pluralism and was earlier closed within its homogeneous world. At the same time, the religious crisis in the pluralistic world can be viewed as a crisis of inner maturation and growth of religion. Undertaking ideological discussion with the conviction that common and binding arrangements should be reached is not an easy matter. What is more, in the opinion of people who believe in the necessity of confrontation, this discussion is not even needed. It can be assumed that, in the diversified social life, the persistent conducting of difficult negotiations is indispensable, instead of the state of embittered confrontation. Referring to the standpoint of Jerzy Nikitorowicz, who promotes learning pluralism and intercultural dialogue, the dialogical concept of pluralism can be applied: "In the pluralistic society, the process is taking place of reaching commonly shared values by individuals and groups through unceasing negotiations of values and interests, the process of shaping the sensitivity to others and the need for mutual respect and recognition, without the division to upper and lower cultures".
The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban areas can be categorized quite high. However, for early childhood education services in Desa Sukorambi Pandalungan, the quality is quite poor. Research suggestions are the need for follow-up related to social, economic, cultural and environmental factors at the level of Pandalungan community awareness of early childhood education. Keywords: Early Childhood, Learning Quality, Pandalungan Community References: Bernal, R., & Ramírez, S. M. (2019). Improving the quality of early childhood care at scale: The effects of "From Zero to Forever." World Development, 118, 91–105. https://doi.org/10.1016/j.worlddev.2019.02.012 Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013 Biersteker, L., Dawes, A., Hendricks, L., & Tredoux, C. (2016). Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly, 36, 334–344. https://doi.org/10.1016/j.ecresq.2016.01.004 Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Church, A., & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143(xxxx), 242–254. https://doi.org/10.1016/j.pragma.2019.01.022 Ciolan, L. E. (2013). Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood. Procedia - Social and Behavioral Sciences, 76, 186–189. https://doi.org/10.1016/j.sbspro.2013.04.096 Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children's right to participate in early childhood education settings: A systematic review. Children and Youth Services Review, 100, 76–88. https://doi.org/10.1016/j.childyouth.2019.02.031 Cycyk, L. M., & Hammer, C. S. (2018). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.09.009 Dick, C. & C. (2009). The Sistematic Design Of Instruction. New Jersey: Upper Saddle River. Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Herbers, J. E., Cutuli, J. J., Jacobs, E. L., Tabachnick, A. R., & Kichline, T. (2019). Early childhood risk and later adaptation: A person-centered approach using latent profiles. Journal of Applied Developmental Psychology, 62(January), 66–76. https://doi.org/10.1016/j.appdev.2019.01.003 Hunkin, E. (2018). Whose quality? The (mis)uses of quality reform in early childhood and education policy. Journal of Education Policy, 33(4), 443–456. https://doi.org/10.1080/02680939.2017.1352032 Johson, J. E, & Roopnarine, J. L. (2011). Pendidikan anak usia dini dalam berbagai pendekatan. Jakarta: Kencana Prenada Media Group. Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 908–913. https://doi.org/10.1016/j.sbspro.2017.02.127 Atwi Suparman. (2012). Desain Intruksional Modern. Jakarta: Erlangga. Mapiare, A. (2013). Tipe-tipe Metode Riset Kualitatif Untuk Eksplanasi Sosial Budaya Dan Bimbingan Konseling. Malang: Elang Emas & Prodi Bimbingan Dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Malang. Milner, K. M., Bhopal, S., Black, M., Dua, T., Gladstone, M., Hamadani, J., … Lawn, J. E. (2019). Counting outcomes, coverage and quality for early child development programmes. Archives of Disease in Childhood, 104, S3–S12. https://doi.org/10.1136/archdischild-2018-315430 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Nutbrown, C. (2011). Key Concepts in Early Childhood Education and Care (2nd ed.). London: SAGE Publication Ltd. Perpres. Pelaksanaan Pencapaian Tujuan Pembangunan Berkelanjutan. , 6 Peraturan Presiden RI § (2017). Puspita, W. A. (2013). Multikulturalisme dalam Pendidikan Anak Usia Dini. Jurnal Ilmiah VISI P2TK PAUDNI, 8(2), 144–152. Raikes, A., Sayre, R., Davis, D., Anderson, K., Hyson, M., Seminario, E., & Burton, A. (2019). The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results. Early Years, 39(4), 360–375. https://doi.org/10.1080/09575146.2019.1669142 Satrio Roefandi, P. (2019). Keluarga Pendalungan, Keluarga Berbasis Budaya Madura Atau Jawa? 10 Th Psychofest Conference, (March), 316–324. https://doi.org/10.31227/osf.io/v8g5b Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): a method for training communication skills as an alternative to simulated role-play. Res. Lang. Soc. Interact, 47(3), 255–265. Sutarto, A. (2006). Sekilas Tentang Masyarakat Pandalungan. Jelajah Budaya 2006, 1–7. Suyadi. (2010). Psikologi Pendidikan Anak Usia Dini. Yogyakarta: Pustaka Insan Madani. Tapscott, D. (2011). Grown Up Digital: How the Net Generation Is Changing Your World. Bucharest: Publica. Wijana, W. D. (2014). Konsep-Konsep Dasar Pendidikan Anak Usia Dini. In UT. https://doi.org/10.1101/112268 Yoshikawa, H., Wuermli, A. J., Raikes, A., Kim, S., & Kabay, S. B. (2018). Toward High-Quality Early Childhood Development Programs and Policies at National Scale: Directions for Research in Global Contexts. Social Policy Report,31(1), 1–36. https://doi.org/10.1002/j.2379-3988.2018.tb00091.x
Normative documents of the European Union in the field of education and science are analyzed, including the EU Framework Program for updated key competencies and establishment of European Qualifications Framework for lifelong education. The need to combine education within the lifelong learning process at all levels, the definition of processes, strategies and plans concerning youth, employment, social integration and research policies in this area is determined. The importance of ensuring the autonomy of universities in the development of curricula and the choice of forms of education, promotion of the development of general competencies is stated. Basic requirements of the Strategy for a reasonable, sustainable and comprehensive growth of Europe 2020 are named, results of research on knowledge, skills and competences of future specialists demanded by Europe in 2030 and further are presented. The key trends of the EU policy in the field of education and culture, the EU "Erasmus +" program and Ukraine's participation in the EU "Eastern Partnership" initiative, improvement of intercultural understanding, civic participation and ethical awareness, as well as ensuring equitable access to higher education in a united and inclusive society are determined. Worldwide, including the European Higher Education Area, experience of solving educational problems has confirmed the thesis about the importance of integrating competencies of all types, as each of them contributes to a successful life in a knowledge-based society.It is summed up that general knowledge of languages, education, ability to quantitative thinking and awareness in the field of information and communication technologies is the necessary basis for learning, and education for the sake of knowledge includes the whole educational activity. Measures are identified and the goals for ensuring comprehensive and sustainable development, social cohesion and further enhancement of the democratic culture of the European Union countries are set out. In order to progressively develop the European Higher Education Area, it is necessary to intensify interdisciplinary and cross-border cooperation, as well as to develop inclusive and innovative approaches to learning and teaching ; Проанализированы нормативные документы Европейского Союза в области образования и науки относительно первоочередных целей для создания европейского пространства высшего образования и продвижения европейской системы высшего образования в мире, в том числе и Рамочную программу ЕС обновленных ключевых компетентностей и установление Европейской квалификационной структуры для возможности получить образование в течение жизни. Обозначена необходимость объединения в рамках обучения в течение жизни образования на всех уровнях, определения процессов, стратегий и планов, касающихся молодежи, трудоустройство, социальной интеграции и политики исследований в этой области. Указано на важность обеспечения автономности университетов в разработке учебных программ и выборе форм обучения, содействия развитию общих компетенций. Названы основные требования Стратегии разумного, устойчивого и всеобъемлющего роста «Европа 2020», представлены результаты исследований знаний, навыков и компетенций будущих специалистов, востребованных Европой 2030 и в дальнейшем. Рассмотрены ключевые тенденции политики ЕС в сфере образования и культуры, программа ЕС «Эразмус +» и участие Украины в реализации инициативы ЕС «Восточное партнерство», улучшение межкультурного понимания, гражданского участия и нравственного сознания, а также обеспечение справедливого доступа к высшему образованию в сплоченном и инклюзивном обществе. Мировым, в том числе и Европейским пространством высшего образования, опытом решения образовательных проблем подтвержден тезис о важности интеграции компетенций всех типов, поскольку каждая из них способствует успешной жизни в обществе, строится на знаниях. Подытожено, что общие знания языков, образованность, способность к количественному мышлению и осведомленность в сфере информационных и коммуникационных технологий - это необходимая основа для обучения, а обучение ради получения знаний включает всю образовательную деятельностьОпределены меры и выделены цели по обеспечению всестороннего и устойчивого развития, социального единства и дальнейшего подъема демократической культуры стран Евросоюза. Для последовательного развития Европейского пространства высшего образования необходимо интенсифицировать междисциплинарное и трансграничное сотрудничество, а также развивать инклюзивный и инновационный подходы к обучению и преподаванию ; Проаналізовано нормативні документи Європейського Союзу в галузі освіти й науки щодо першочергових цілей для створення європейського простору вищої освіти та поширення європейської системи вищої освіти у світі, у тому числі й Рамкову програму ЄС щодо оновлених ключових компетентностей та встановлення Європейської кваліфікаційної структури для можливості отримати освіту упродовж життя. Означена необхідність об'єднання в рамках навчання протягом життя освіти на всіх рівнях, визначення процесів, стратегій та планів, що стосуються молоді, працевлаштування, соціальної інтеграції і політики досліджень у цій галузі. Указано на важливість забезпечення автономності університетів у розробленні навчальних програм та виборі форм навчання, сприяння розвиткові загальних компетентностей. Названо основні вимоги Стратегії розумного, стійкого і всеосяжного зростання «Європа 2020», подано результати досліджень щодо знань, навичок і компетентностей майбутніх фахівців, затребуваних Європою 2030 року й надалі. Розглянуто ключові тенденції політики ЄС у сфері освіти та культури, програма ЄС «Еразмус +» та участь України в реалізації ініціативи ЄС «Східне партнерство», покращення міжкультурного розуміння, громадянської участі та етичної свідомості, а також забезпечення справедливого доступу до вищої освіти у згуртованому та інклюзивному суспільстві. Світовим, у тому числі і Європейським простором вищої освіти, досвідом розв'язання освітніх проблем підтверджено тезу про важливість інтеграції компетентностей усіх типів, оскільки кожна з них сприяє успішному життю в суспільстві, що будується на знаннях. Підсумовано, що загальні знання мов, освіченість, здібність до кількісного мислення та обізнаність у сфері інформаційних і комунікаційних технологій – це необхідна основа для навчання, а навчання заради здобуття знань включає всю освітню діяльність. Визначено заходи та виокремлено цілі щодо забезпечення всебічного та сталого розвитку, соціальної єдності й подальшого піднесення демократичної культури країн Євросоюзу. Для послідовного розвитку Європейського простору вищої освіти необхідно інтенсифікувати міждисциплінарне та транскордонне співробітництво, а також розвивати інклюзивний та інноваційний підходи до навчання та викладання
Normative documents of the European Union in the field of education and science are analyzed, including the EU Framework Program for updated key competencies and establishment of European Qualifications Framework for lifelong education. The need to combine education within the lifelong learning process at all levels, the definition of processes, strategies and plans concerning youth, employment, social integration and research policies in this area is determined. The importance of ensuring the autonomy of universities in the development of curricula and the choice of forms of education, promotion of the development of general competencies is stated. Basic requirements of the Strategy for a reasonable, sustainable and comprehensive growth of Europe 2020 are named, results of research on knowledge, skills and competences of future specialists demanded by Europe in 2030 and further are presented. The key trends of the EU policy in the field of education and culture, the EU "Erasmus +" program and Ukraine's participation in the EU "Eastern Partnership" initiative, improvement of intercultural understanding, civic participation and ethical awareness, as well as ensuring equitable access to higher education in a united and inclusive society are determined. Worldwide, including the European Higher Education Area, experience of solving educational problems has confirmed the thesis about the importance of integrating competencies of all types, as each of them contributes to a successful life in a knowledge-based society.It is summed up that general knowledge of languages, education, ability to quantitative thinking and awareness in the field of information and communication technologies is the necessary basis for learning, and education for the sake of knowledge includes the whole educational activity. Measures are identified and the goals for ensuring comprehensive and sustainable development, social cohesion and further enhancement of the democratic culture of the European Union countries are set out. In order to progressively develop the European Higher Education Area, it is necessary to intensify interdisciplinary and cross-border cooperation, as well as to develop inclusive and innovative approaches to learning and teaching ; Проанализированы нормативные документы Европейского Союза в области образования и науки относительно первоочередных целей для создания европейского пространства высшего образования и продвижения европейской системы высшего образования в мире, в том числе и Рамочную программу ЕС обновленных ключевых компетентностей и установление Европейской квалификационной структуры для возможности получить образование в течение жизни. Обозначена необходимость объединения в рамках обучения в течение жизни образования на всех уровнях, определения процессов, стратегий и планов, касающихся молодежи, трудоустройство, социальной интеграции и политики исследований в этой области. Указано на важность обеспечения автономности университетов в разработке учебных программ и выборе форм обучения, содействия развитию общих компетенций. Названы основные требования Стратегии разумного, устойчивого и всеобъемлющего роста «Европа 2020», представлены результаты исследований знаний, навыков и компетенций будущих специалистов, востребованных Европой 2030 и в дальнейшем. Рассмотрены ключевые тенденции политики ЕС в сфере образования и культуры, программа ЕС «Эразмус +» и участие Украины в реализации инициативы ЕС «Восточное партнерство», улучшение межкультурного понимания, гражданского участия и нравственного сознания, а также обеспечение справедливого доступа к высшему образованию в сплоченном и инклюзивном обществе. Мировым, в том числе и Европейским пространством высшего образования, опытом решения образовательных проблем подтвержден тезис о важности интеграции компетенций всех типов, поскольку каждая из них способствует успешной жизни в обществе, строится на знаниях. Подытожено, что общие знания языков, образованность, способность к количественному мышлению и осведомленность в сфере информационных и коммуникационных технологий - это необходимая основа для обучения, а обучение ради получения знаний включает всю образовательную деятельностьОпределены меры и выделены цели по обеспечению всестороннего и устойчивого развития, социального единства и дальнейшего подъема демократической культуры стран Евросоюза. Для последовательного развития Европейского пространства высшего образования необходимо интенсифицировать междисциплинарное и трансграничное сотрудничество, а также развивать инклюзивный и инновационный подходы к обучению и преподаванию ; Проаналізовано нормативні документи Європейського Союзу в галузі освіти й науки щодо першочергових цілей для створення європейського простору вищої освіти та поширення європейської системи вищої освіти у світі, у тому числі й Рамкову програму ЄС щодо оновлених ключових компетентностей та встановлення Європейської кваліфікаційної структури для можливості отримати освіту упродовж життя. Означена необхідність об'єднання в рамках навчання протягом життя освіти на всіх рівнях, визначення процесів, стратегій та планів, що стосуються молоді, працевлаштування, соціальної інтеграції і політики досліджень у цій галузі. Указано на важливість забезпечення автономності університетів у розробленні навчальних програм та виборі форм навчання, сприяння розвиткові загальних компетентностей. Названо основні вимоги Стратегії розумного, стійкого і всеосяжного зростання «Європа 2020», подано результати досліджень щодо знань, навичок і компетентностей майбутніх фахівців, затребуваних Європою 2030 року й надалі. Розглянуто ключові тенденції політики ЄС у сфері освіти та культури, програма ЄС «Еразмус +» та участь України в реалізації ініціативи ЄС «Східне партнерство», покращення міжкультурного розуміння, громадянської участі та етичної свідомості, а також забезпечення справедливого доступу до вищої освіти у згуртованому та інклюзивному суспільстві. Світовим, у тому числі і Європейським простором вищої освіти, досвідом розв'язання освітніх проблем підтверджено тезу про важливість інтеграції компетентностей усіх типів, оскільки кожна з них сприяє успішному життю в суспільстві, що будується на знаннях. Підсумовано, що загальні знання мов, освіченість, здібність до кількісного мислення та обізнаність у сфері інформаційних і комунікаційних технологій – це необхідна основа для навчання, а навчання заради здобуття знань включає всю освітню діяльність. Визначено заходи та виокремлено цілі щодо забезпечення всебічного та сталого розвитку, соціальної єдності й подальшого піднесення демократичної культури країн Євросоюзу. Для послідовного розвитку Європейського простору вищої освіти необхідно інтенсифікувати міждисциплінарне та транскордонне співробітництво, а також розвивати інклюзивний та інноваційний підходи до навчання та викладання
The eco society, the knowledge society, the digital society are transforming into an intelligent society. It is built on "smart" work, which is done by "intelligent" government and business representatives, based on "intelligent" infrastructure and "intelligent" citizens, playing a key role in creating culture. In addition, the priority is the development of such industries as smart transport, smart health, smart energy, smart food, etc., which will eventually lead to the creation of a smart world. SMARTs will play a special role in the preparation of new-generation specialists, in which e-learning and personalized learning will have priority positions. In an intelligent society, technologies, previously based on information and knowledge, are transformed into technologies based on interaction, cooperation, exchange of experiences – smart technologies. Citizens, new generation specialists, turn their activities into "intelligent" and implement innovative changes in management strategies. This means that society needs more creative and open thinking persons, so that human dignity, based on flexibility and originality, is a priority. The most important issue is the training of staff with creative, creative potential, able to work and think in the new world. (Smyrnova- Trybulska 2018). The monograph "E-learning and Smart Learning Environment for the Preparation of New Generation Specialists" includes articles based on the best papers prepared and presented by authors from nine European countries and from more than twenty universities during the scientific conference entitled "Theoretical and Practical Aspects of Distance Learning", subtitled: "E-learning and Smart Learning Environment for the Preparation of New Generation Specialists", which was held on 15-16 October 2018, organized by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland. The speakers from University of Extremadura (Spain), Linnaeus University in Kalmar (Sweden), the Comenius University in Bratislava (Slovakia), Plovdiv University "Paisii Hilendarski" (Bulgaria), Lisbon Lusiada University (Portugal), Kirchlische Pedagogische Hochschule, Vienna (Austria), Borys Grinchenko Kyiv University (Ukraine), Gdańsk Technical University (Poland), Herzen State Pedagogical University of Russia, St. Petersburg (Russia), Peoples' Friendship University of Russia (RUDN University), (Russia), Jagiellonian University (Poland), Warsaw University (Poland), Silesian University in Opava (Czech Republic), Jesuit University of Philosophy and Education "Ignatianum", Cracow, Poland, Slovak University of Agriculture in Nitra (Slovakia), University of Silesia in Katowice (Poland), University of Defence in Brno (Czech Republic), Kostiantyn Ushynsky South Ukrainian National Pedagogical University (Ukraine), Rzeszów University of Technology (Poland), Maria Curie-Skłodowska University in Lublin (Poland), Lublin University of Technology (Poland), Mykhailo Drahomanov National Pedagogical University, Kyiv, (Ukraine), Kazimierz Wielki University in Bydgoszcz (Poland), Taras Shevchenko National University "Chernihiv Collegium" (Ukraine), University of Ostrava (Czech Republic), Cracow Pedagogical University (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Dniprovsk State Technical University (Ukraine), Poznań University of Medical Sciences (Poland), Warsaw University of Technology, (Poland), Higher School of Education of the Polytechnic Institute of Santarem (Portugal), Adam Mickiewicz University in Poznań, (Poland), University of Social Sciences and Humanities in Warsaw (Poland), Ternopil University (Ukraine), Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences, (Russia), State Higher Vocational School in Krosno, (Poland) and other educational institutions delivered lectures providing insights into interesting studies, presented their recent research results and discussed about their further scientific work. The authors include experts, well-known scholars, young researchers, highly trained academic lecturers with long experience in the field of e-learning, PhD students, distance course developers, authors of multimedia teaching materials, designers of websites and educational sites. I am convinced that the monograph will be an interesting and valuable publication, describing the theoretical, methodological and practical issues in the field of the use of e-learning for societal needs, offering proposals of solutions to certain important problems and showing the road to further work in this field, allowing for exchange of experiences of scholars from various universities from many European countries and other countries of the world. This book includes a sequence of responses to numerous questions that have not been answered yet. The papers of the authors included in the monograph are an attempt at providing such answers. The aspects and problems discussed in the materials include the following: 1. E-environment and Cyberspace E-environment of the University SMARTer Education – Preparing a New Generation of E-learning Specialists Smart-Universities Smart Technology in education E-learning in a sustainable society Internet of things 2. Effective development of teachers' skills in the area of ICT and e-learning Computer training for prospective and practicing teachers in the area ICT and e-learning Teachers' and learners' competences in distance learning and computer science Table of Contents 15 Distance Learning and Lifelong Learning Self-learning based on Internet technology 3. E-learning and Intercultural Competences Development in Different Countries Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries Psychological and ethical aspects of distance learning and e-learning in different countries Collaborative learning in e-learning 4. E-learning Methodology – Implementation and Evaluation European and national standards of e-learning quality evaluation Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples MOOCs – methodology of design, conducting, implementation and evaluation Contemporary trends in world education – globalization, internationalization, mobility 5. ICT Tools – Effective Use in Education Selected Web 2.0 and Web 3.0 technology LMS, CMS, VSCR, SSA, CSA Cloud computing environment, social media Multimedia resources and didactic materials, Video-tutorial design 6. Theoretical, Methodological Aspects of Distance Learning Successful examples of e-learning Distance learning in humanities and science Quality of teaching, training programs and assessment E-learning for the disabled 7. E-learning in the Development of Key Competences Key competences in the knowledge society Use of e-learning in improving the level of students' key competences 8. Alternative Methods, Forms and Techniques in Distance Learning Simulations, models in distance learning Networking Distance learning systems M-learning Publishing this monograph is a good example of expanding and strengthening international cooperation. ; University of Silesia, MNiSW
Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher's learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. 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VANDA ARAMAVIČIŪTĖ – habilitated doctor of social sciences (education), professor at the Department of Education, Vilnius University. Research interests: general educology, education and spiritual development of a personality, methodology of educational research. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: aramaviciute@gmail.comRŪTA BIKULČIŪTĖ – master of education. Research interests: education policy, education management, economics of education. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: ruta.bikulciute@gmail.comAUDRA BALUNDĖ – master student of psychology, Department of Developmental and Educational Psychology, Lithuanian University of Educational Sciences. Research interests: psychology of creativity, organizational psychology. Address: Studentų Str. 39, LT-08106 Vilnius, Lithuania; e-mail address: audra.balunde@stud.leu.ltJŪRATĖ ČESNAVIČIENĖ – doctor of social sciences (educational science), lecturer at the Department of Health and Physical Education, Faculty of Sports and Health Education, Lithuanian University of Educational Sciences. Research interests: health education. Address: StudentųStr. 39, LT-08106 Vilnius, Lithuania; e-mail address: jurate.cesnaviciene@leu.ltLILIJA DUOBLIENĖ – doctor of social sciences (education), professor and Head of the Education Department, Vilnius University. Research interests: education philosophy, education policy, multicultural education. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: lilija.duobliene@fsf.vu.ltRŪTA GIRDZIJAUSKIENĖ – doctor of social sciences, professor at the Music Theory and Education Department, Faculty of Art, Klaipeda University. Research interests: creativity development, music education, teacher training. Address: 4 K. Donelaičio Str.; e-mail address: ruta.girdzi@gmail.comSANDRA KAIRĖ – doctoral student of social science (education) at the Department of Education, Vilnius University, Lithuania. Research interests: intercultural education, learning through experience, non-formal education. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; E-mail address: sandra.kaire@fsf.vu.ltDAIVA GRAKAUSKAITĖ KARKOCKIENĖ – doctor of social science (psychology); associate professor at the Department of Developmental and Educational Psychology, Lithuanian University of Educational Sciences. Research interests: psychology of creativity, family psychology, psychological counseling. Address: 39-328 Studentų Str., LT-08106 Vilnius, Lithuania; e-mail address: daiva.karkockiene@leu.ltVIDA GUDŽINSKIENĖ – doctor of social sciences (education), professor of the Institute of Educology and Social Work, Social Technology, Mykolas Romeris University. Research interests: health protection, promotion and (self-)education, modelling of educational process, (self-)development of life skills, expression of different student competences; development of social competences; social worker and teacher training. Address: 20 Ateities Str., LT-08303, Vilnius, Lithuania; e-mail address: vida.gudzinskiene@mruni.euZITA NAUCKŪNAITĖ – doctor of social sciences (education), associate professor at the Department of Lithuanian Language and Literature Didactics, Lithuanian University of Educational Sciences. Research interests: argumentation theory, rhetoric, language didactics, assessment. Address: 31 Ševčenkos Str., LT-03111 Vilnius, Lithuania; e-mail address: zita.nauckunaite@leu.ltSANDRA RIMKUTĖ JANKUVIENĖ – doctoral student (social sciences) of Klaipeda University, Lecturer at the Music Theory and Education Department, Faculty of Art, Klaipeda University. Research interests: musical creativity development, ICT and music education. Address: 4 K. Donelaicio Str., Klaipėda, Lithuania; e-mail address: sandra.rimkute.jankuviene@gmail.comIRENA STONKUVIENĖ – doctor of social sciences (education), associate professor at the Education Department, Vilnius University. Research interests: educational anthropology, history of education, cultural education, gender studies. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: irena.stonkuvienė@fsf.vu.ltRIMANTAS ŽELVYS – habilitated doctor of social sciences (education), professor at the Department of Education, Vilnius University. Research interests: education policy, education management, higher education. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: rimantas.zelvys@leu.ltSNIEGUOLĖ VAIČEKAUSKIENĖ – doctoral student at the Education Science Faculty, Lithuanian University of Education; head of the External Evaluation of School Performance Quality Division, National Agency for School Evaluation. Research interests: moral education of younger teenagers, external evaluation of general education schools performance quality. Address: 82 Didlaukio Str., LT-08303 Vilnius, Lithuania; E-mail address: snieguole.vaicekauskiene@nmva.smm.lt ; VANDA ARAMAVIČIŪTĖ – socialinių mokslų (edukologijos) habilituota daktarė, Vilniaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: bendroji edukologija, ugdymas ir asmenybės dvasinis brendimas, ugdymo tyrimų metodologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: aramaviciute@ gmail.comAUDRA BALUNDĖ – vystymosi psichologijos magistrantė, Lietuvos edukologijos universiteto Ugdymo mokslų fakulteto Psichologijos didaktikos katedra. Domėjimosi sritys: kūrybos psichologija, organizacijų psichologija. Adresas: Studentų g. 39, LT-08106 Vilnius. El. paštas: audra.balunde@stud.leu.ltRŪTA BIKULČIŪTĖ – edukologijos magistrė. Mokslinių interesų sritys: švietimo politika, švietimo vadyba, švietimo ekonomika. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: ruta.bikulciute@gmail.comJŪRATĖ ČESNAVIČIENĖ – socialinių mokslų (edukologijos) daktarė, Lietuvos edukologijos universiteto Sporto ir sveikatos fakulteto Sveikatos ir fizinio ugdymo katedros lektorė. Mokslinių interesų sritis: sveikatos ugdymas. Adresas: Studentų g. 39, LT-08106 Vilnius. El. paštas: jurate.cesnaviciene@leu.ltLILIJA DUOBLIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universiteto Edukologijos katedros profesorė. Mokslinių interesų sritys: ugdymo filosofija, švietimo politika, tarpkultūrinis ugdymas, medijų raštingumo ugdymas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius.El. paštas: lilija.duoblienė@fsf.vu.ltRŪTA GIRDZIJAUSKIENĖ – socialinių mokslų (edukologijos) daktarė, Klaipėdos universiteto Menų fakulteto Muzikos teorijos ir pedagogikos katedros profesorė. Mokslininkų interesų sritys: kūrybiškumo ugdymas, muzikinis ugdymas, mokytojų rengimas. Adresas: K. Donelaičio g. 4, tel. 8 (46) 39 87 34. El. paštas: ruta.girdzi@gmail.comDAIVA GRAKAUSKAITĖ-KARKOCKIENĖ – socialinių mokslų (psichologijos) daktarė, Lietuvos edukologijos universiteto Ugdymo mokslų fakulteto Psichologijos didaktikos katedros docentė. Mokslinių interesų sritys: kūrybos psichologija, šeimos psichologija, psichologinis konsultavimas. Adresas: Studentų g. 39-328, LT-08106 Vilnius. El. paštas: daiva.karkockiene@leu.ltVIDA GUDŽINSKIENĖ – socialinių mokslų (edukologijos) daktarė, Mykolo Romerio universiteto Socialinių technologijų fakulteto Edukologijos ir socialinio darbo instituto profesorė. Mokslinių interesų sritys: sveikatos saugojimas, stiprinimas ir ugdymas, gyvenimo įgūdžių ugdymas(is), ugdymo proceso modeliavimas, įvairių besimokančiųjų kompetencijų raiška, socialinių kompetencijų ugdymas, socialinių darbuotojų ir pedagogų rengimas. Adresas: Ateities g. 20, LT-08303 Vilnius. El. paštas: vida.gudzinskiene@mruni.euSANDRA KAIRĖ – Vilniaus universiteto Edukologijos katedros doktorantė. Mokslinių interesų sritys: tarpkultūrinis ugdymas, mokymasis per patyrimą, neformalus ugdymas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: sandra.kaire@fsf.vu.ltZITA NAUCKŪNAITĖ – socialinių mokslų (edukologijos) daktarė, Lietuvos edukologijos universiteto Lietuvių kalbos ir literatūros didaktikos katedros docentė. Mokslinių interesų sritys: argumentacijos teorija, retorika, kalbos ugdymo didaktika, vertinimas. Adresas: T. Ševčenkos g. 31, LT-03111 Vilnius. El. paštas: zita.nauckunaite@leu.ltSANDRA RIMKUTĖ-JANKUVIENĖ – Klaipėdos universiteto edukologijos krypties doktorantė, Menų fakulteto Muzikos teorijos ir pedagogikos katedros lektorė. Mokslinių interesų sritys: muzikinio kūrybiškumo ugdymas, IKT ir muzikinis ugdymas. Adresas: K. Donelaičio g. 4. El. paštas: sandra.rimkute.jankuviene@gmail.comIRENA STONKUVIENĖ – socialinių mokslų (edukologijos) daktarė, Vilniaus universiteto Edukologijos katedros docentė. Mokslinių interesų sritys: švietimo antropologija; pedagogikos istorija, kultūrinis ugdymas, lyčių studijos. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: irena.stonkuvienė@fsf.vu.ltRIMANTAS ŽELVYS – socialinių mokslų (edukologijos) habilituotas daktaras, Vilniaus universiteto Edukologijos katedros profesorius. Mokslinių interesų sritys: švietimo politika, švietimo vadyba, švietimo reformos. Adresas: Universiteto g. 9/1, LT-01513, tel. (370) 5 266 76 26. El. paštas: rimantas.zelvys@f.vu.ltSNIEGUOLĖ VAIČEKAUSKIENĖ – Vilniaus edukologijos universiteto Ugdymo mokslų fakulteto Edukologijos katedros doktorantė, Nacionalinės mokyklų vertinimo agentūros Mokyklų veiklos kokybės išorinio vertinimo skyriaus vedėja. Mokslinių interesų sritys: jaunesniųjų paauglių dorovinis ugdymas(is), bendrojo ugdymo mokyklų veiklos kokybė. Adresas: Didlaukio g. 82, LT-08303 Vilnius. El. paštas: snieguole.vaicekauskiene@nmva.smm.lt
Ausgangspunkt der vorliegenden Arbeit war es, das theaterhistorische Phänomen des chinesischen experimentellen Theaters komparatistisch sowohl als das Ergebnis der Begegnung zweier sehr verschiedener kulturhistorischer Linien (China/ Europa) zu beschreiben als auch in den traditionellen Kontext chinesischer Theaterinnovationen einzuordnen und aus ihm heraus zu erklären. Behandelt wird u.a. der machtpolitische Kontext interkultureller Begegnungen. Es stellt sich die Frage, ob man auf einem "transzendentalen Hügel hockend" China beobachten kann. Man ist immer wieder mit der Frage konfrontiert, aus welcher Perspektive man bei der Untersuchung anderer Kulturen zu adäquaten Ergebnissen kommen kann. Soll man einen aussenstehenden Beobachterposten behaupten oder soll man anerkennen, dass die eigene Anwesenheit vor Ort den Beobachtenden bereits involviert in das zu Beobachtende oder soll man sich seiner eigenen Aktivität bewusst werden und den ohnehin fiktiven Objektivitätsstatus bewusst aufgeben? Ich konnte während der Arbeit an der Inszenierung "Leg deine Peitsche nieder - Woyzeck" in Peking künstlerische und Alltagskommunikation erleben und Einsichten gewinnen, die ohne diese Arbeit unmöglich gewesen wären. Die chinesische Kultur hat bereits frühzeitig Schriftsysteme und eine Schriftkultur ausgebildet. Dennoch haben meine Untersuchungen ergeben, dass die Bereiche der Wissensvermittlung (Lern- und Lehrverhalten), der darstellenden Künste und der sozialen Kommunikation bis in unser Jahrhundert hinein von einer Tradition oraler Techniken und Kommunikation geprägt sind. Ganz wesentlich ist z.B. traditionell der Aspekt der LEIBLICHKEIT bei der Wissensvermittlung. Das Leibwissen eines Lehrers wird durch ständiges Üben und Wiederholen durch den Schüler in dessen Leib inkorporiert. Die Schüler (im profanen, im religiösen oder künstlerischen Bereich) werden hauptsächlich in das WIE der Übungen, nicht aber in das WARUM eingewiesen, weil sich aus der Logik dieses Denkens ergibt, dass sich aus der ausgefeilten Qualität des Geübten mit der Zeit der Sinn dessen über den Leib des Schülers von selbst erschließt. Oralen Techniken von Wissensvermittlung ist es eigen, dass sie dem Wiederholen größeren Wert beimessen als dem Neuerfinden. Dies ist eine Traditionslinie, die noch heute für das chinesische Sprechtheater wirksam ist. Innovation im chinesischen Kontext bedeutet vor allem Detailinnovation, aufbauend auf ein gegebenes Modell. Die chinesische Gesellschaft verfügt über ein reiches Instrumentarium theatraler Kommunikation. Aufgrund der Sozialstruktur und des ausgeprägten Relationsdenkens verfügen die kulturell Kommunizierenden über "shifting identities" wie Jo Riley es für die Darsteller im chinesischen traditionellen Musiktheater feststellte und wie Rosemarie Juttka-Reisse ein adäquates Phänomen für die Praxis von sozialem Rollenwechsel in sozio-kulturellen Kommunikations- und Interaktionsprozessen nachwies. "Shifting identies" bedeutet, dass Kommunizierende in der Lage sind, spontan und flexibel auf neue Kommunikationskontexte mit dem entsprechenden performativen Instrumentarium zu reagieren. Dieser Umstand hat weitreichende Konsequenzen für die Rollengestaltung im chinesischen Theater. Zum Beispiel ist der Brecht'sche Begriff der Verfremdung aus diesem Grunde NICHT oder bestenfalls nur partiell auf das chinesische Theater anwendbar. Die Brecht'sche Verfremdungstheorie ist nicht dem chinesischen Theater abgeschaut, sondern auf das chinesische Theater projiziert. Im Zusammenhang mit dem Leiblichkeitskonzept steht eine spezifische Vorstellung der EINVERLEIBUNG von Wissen, auch nicht-chinesischen Wissens. Beispielsweise wird bis in die 1990er Jahre hinein immer wieder auf die VERDAUUNGSMETAPHER zurückgegriffen. Das Einverleibungsprinzip, welches in engster Verbindung mit dem chinesischen Ahnenkult steht, ist mindestens einmal einer Fundamentalkritik unterzogen worden. Kurioserweise geschah dies nach der Einverleibung westlichen Wissens, insbesondere der Fortschrittsidee und der Vorstellung evolutionärer historischer Weiterentwicklung. Lu Xun nämlich prägte die Metapher der Menschenfresserei, die sich auf die als reaktionär erkannte Einverleibung "feudalistischen" Wissens aus der alten, dem Westen unterlegenen chinesischen Gesellschaft bezog. Seither gibt es die "fortschrittliche" und die "reaktionäre" Verdauung, wobei der Diskurs um kulturelle Identität, um Erneuerung und Bewahrung immer wieder neu festzulegen versucht, was gegebenfalls nützlich oder nutzlos ist. Die Entstehung des chinesischen experimentellen Theaters ist ohne das Eingebettetsein in historische Linien der chinesischen Theatergeschichte nicht erklärbar. Aneignungsmuster in bezug auf die Aufnahme neuer Anregungen aus anderen Kulturen haben eine traditionelle Logik entwickelt, die man nur erkennen und einordnen kann, wenn man sich ausführlich den historischen Voraussetzungen und Rahmenbedingungen von Theater in China widmet. Deshalb bin ich auf diese historischen Linien ausführlich eingegangen. Das experimentelle Theater in China setzt diese Linie fort. Deshalb kann man schlussfolgern, dass das chinesische Sprechtheater "eine Art Pekingoper mit anderen Mitteln" ist, und nicht ein bürgerlich-westliches Sprechtheater mit chinesischer Kolorierung. Das chinesische Theater hat sich über die langen historischen Zeiträume seiner Entstehung als sehr aufnahmefähig für interkulturelle Anregungen gezeigt. Man kann sagen, dass es das Ergebnis dieser Interaktionsprozesse ist. In diesem Sinne ist die Integration westlicher Theaterstile und damit auch die Entstehung des experimentellen Theaters als traditionelle Strategie im Umgang mit dem Fremden anzusehen. Es handelt sich tendenziell nicht (nur) um einen Ausdruck von Modernität, sondern von Tradition. Es ist in der chinesischen Theatergeschichte nicht um die Echtheit/ Authentizität des adaptierten ausländischen Materials gegangen, sondern hauptsächlich um die Anwendbarkeit im eigenen Kontext. Das wiederum führt folgerichtig zu dem Schluss, dass es z.B. keine "falsche" Rezeption westlichen Theaters in China geben kann, sondern nur eine chinesische. Der experimentelle Zugang zu neuen Formen innerhalb der chinesischen Theaterkultur ist ein historisch praktizierter. Die chinesische Praxis des Experiments ist historisch verbunden mit einer Praxis des Ausprobierens, Integrierens, Ausschmückens, einer Art Patchwork-Strategie. Im Gegensatz zum westlichen Begriff des Experiments ist diese Praxis nicht an abstrakte Hypothesenbildung und die systematische Beweisführung gebunden. Hauptinstrument neuer Erkenntnisse war die empirische Beobachtung. Die Entstehung des experimentellen chinesischen Theaters im 20. Jahrhundert, welches erstmals an verschiedene Begrifflichkeiten gebunden wird und nicht einfach als historische Praxis dem chinesischen Theater inhärent ist, deutet auf eine neue Qualität dieses Phänomens in der chinesischen Theatergeschichte hin. Die neue Qualität im Vergleich zur historisch-experimentellen Praxis besteht darin, dass die chinesische Kultur erstmals in ihrer Geschichte als Hochkultur Asiens mit einem ernstzunehmenden, hegemonial operierenden Feind konfrontiert war, der mit seinem ökonomisch-militärischen Potenzial die Qualität der chinesischen Kultur als Ganzes in Frage stellte. Nun sahen sich die chinesischen Eliten gezwungen, die westlichen Mittel zum chinesischen Zweck des Überlebens zu machen. Aus diesem Grunde wurden westliche Ideen und Praktiken, wie z.B. das bürgerliche Sprechtheater rezipiert. Dies musste als Praxis aber auch als Begriff umgesetzt werden. Aus diesem spezifischen Entstehungskontext ergibt sich eine unterschiedliche Richtung der Theateravantgarden in China und im Westen. Während die historische Theateravantgarde im Westen in ihrer Kritik am bürgerlichen Theaterkonzept und in ihrer Auseinandersetzung mit Industrialisierungs- und Technologiesierungsprozessen auf "Retheatralisierung" des Theaters drängte, gingen die chinesischen Theaterkünstler den entgegengesetzten Weg. Die neuen historischen Erfahrungen ließen sich in den volkstümlichen Geschichten und den historischen Analogien des traditionellen chinesischen Theaters und in ihrer stilisierten Theatralität nicht mehr adäquat darstellen. Plötzlich wurde ein neues Realismuskonzept, welches nach DETHEATRALISIERUNG drängte, wesentlich. Darüberhinaus gehört es zur historischen Linie des chinesischen Theaters, dass es stark profitierte sowohl von nicht-chinesischen Anleihen anderer Theaterkulturen als auch von den Volkskünsten der eigenen Kultur. Es waren zunächst Laiendarsteller und Amateurtheaterkünstler, die in den 1920er Jahren die vielfältigen Kategorien des chinesischen "experimentellen" Theaters erfanden und später in einen professionellen Status überführten. Neben den kulturellen Einflüssen des westlichen Imperialismus war China ebenfalls mit dem hegemonialen Bestreben insbesondere des sowjetischen Kulturimperialismus konfrontiert. Die sowjetische Kulturpolitik favorisierte das Stanislawski-Konzept. Dieses wurde dann zunächst, nach Gründung der VR China 1949, zu einem der Grundpfeiler der Idee eines neu zu entwickelnden chinesischen Nationaltheaters. Seit den 1980er Jahren wird es zunehmend kritisiert. Seitdem werden andere westliche Konzepte interessant. Dazu gehören die Konzepte der westlichen historischen Avantgarde ebenso wie die des absurden und weitestgehend postmodernen Theaters. Seit den 1990er Jahren sind zwei Haupttendenzen im modernen chinesischen Theater festzustellen. Zum einen unterliegt das Theater rigiden Kommerzialisierungstendenzen. Zum anderen sieht sich das Theater einer Vielzahl neuer Unterhaltungsmedien (TV, Kino, Karaoke, Shows etc.) gegenüber, die es veranlassen, sich verstärkt auf die spezifischen Möglichkeiten theatralen Ausrucks zu besinnen. Das führt dazu, dass nun sowohl das theatrale Potenzial des klassischen chinesischen Theaters interessant wird ebenso wie die Retheatralisierungsversuche der westlichen Avantgarde. Seit Mitte der 1980er Jahre ist eine erneute, hitzige Debatte über Begriff und Inhalt von experimentellem Theater im chinesischen Kontext zu beobachten. ; The starting point of this paper was both to describe the theatre-historical phenomenon of Chinese experimental theatre in a comparative way, as the result of the encounter of two culture-historical lines differing very much (China/Europe) and to put it in its proper historic context and thus to explain from its context. The power-political context of intercultural encounters is dealt with. The question arises whether one would be able to watch China at all " sitting on a transcen-dental hill". You are constantly facing the question from which perspective you can achieve adequate results when researching/ investigating foreign cultures. Should you maintain your (external) observer status or should you recognise that your own presence at the site involves the observer what he watches or should you consciously give up the anyhow fictitious status of objectivity. While staging "Put down your whip - Woyzeck" in Beijing at the State theatre called Central Experimental Theatre I could experience both artistic and every-day communication, without which this paper would and could never have been written. The Chinese culture has developed writing systems and a written culture early on in history. Nevertheless, my study has shown, that instruction (learner and teacher behaviour), performing arts and social communication have been highly influenced by the oral tradition of communication throughout the centuries. The aspect of corporality in instruction is essential. The teacher's incorporated knowledge is transferred to the student's body through permanent exercise and repetition/revision. The student (worldly, religious and artistic spheres) is taught HOW to do the exercise but not necessarily WHY because part of this thinking is the idea that the awareness of the meaning of the skill comes to the student through his body. This implies that it is a characteristic feature of oral instruction/information stresses repetition rather than innova-tion. This line of tradition has always been efficient for the Chinese spoken drama, even today. Innovation in a Chinese context means chiefly innovation of detail based on a model given. The Chinese society developed a rich variety of tools of theatrical communication. Due to the social structure and a well-developed relational thinking the cultural communicators have "shifting identities" as Jo Riley stated it in terms of the performers in the Chinese traditional music thea-tre. Rosemarie Juttka-Reisser confirmed an adequate phenomenon for the practice of switching social roles in processes of socio-cultural communication and interaction. "Shifting identities" means that communicators are capable of spontaneously and quickly responding to new communication contexts through adequate performative sets of instruments. This has an impact on the performance of roles in Chinese theatre. Therefore the Brechtian term of alienation, for instance, can not or only partly be applied to Chinese theatre. Thus, the Brechtian theory of alienation is not derived from Chinese theatre but rather projected to it. Linked to the concept of incorporation of knowledge is a specific image of incorporation of knowledge including the non-Chinese one. Up to the 1990s the metaphor of digestion had been used again and again. The principle of incorporation which is closely connected with ancestor cults underwent fundamental criticism at least once. Curiously enough, this happened after the incorporation of Western knowledge, in particular of the idea of progress and evolution/ revolution. Lu Xun coined the metaphor of cannibalism. This relates to the traditional incorporation of the so-called "feudal" knowledge based in the Chinese culture which has been understood as inferior to the West. Since then there has been "progressive" and "reactionary" digestion; discourse about cultural identity, about renewal and preservation of Chinese values has always been trying to re-determine what is useful or useless respectively. The appearance and existence of the Chinese experimental theatre can not be explained without it being embedded in the line of Chinese (theatre)history. Patterns of acquisition in terms of the perception of new stimuli from other/foreign cultures have developed a traditional logic which can only be recognized and categorized if you have a deeper understanding of the historic condition and the whole framework of theatre in China. Therefore I dealt with this historical line in detail. The experimental theatre in China continues this line to a certain extend. This results in the Chinese spoken theatre being "a kind of Beijing opera with a different approach" but not a bourgeois Western spoken drama with a Chinese touch. Throughout its history the Chinese theatre has always readily absorbed intercultural stimuli. So you can say that these processes of interaction have contributed to contemporary Chinese theatre. Thus you can regard the integration of Western theatre styles including the development of the experimental theatre a highly traditional strategy for encountering and dealing with the foreign element. This strategy is not an expression of modernity only but mainly of tradition. Chinese theatre history was not particularly interested in the authenticity of the adopted foreign material but in its application within the Chinese context. This has led to the conclusion that there cannot be any "wrong" perception of the Western theatre in China but only a Chinese. The experimental approach to new forms within the Chinese theatre culture has been used all the time. The Chinese experimental practice has indeed been linked with integrating, ornamenting and trying out resulting in a kind of patchwork. In contrast to the Western term of experiments this practice does not depend on abstract hypotheses and proofs systematically shown. This is partly due to Western sciences focussing on mathematics while Chinese sciences were concentrating on dealing with problems of relations (physics). Therefore they (have) preferred empirical observation to mathematical analysis in order to achieve new knowledge. In contrast, the experimental Chinese theatre in the 20th century, reflects a new quality in their approach to theatre which, for the first time, attempts to use concepts like in the Western theatre. The reason for this new approach resulted from the fact that for the first time in its history Chinese culture as an Asian high culture was faced with a serious hegemonially operating enemy that questioned the quality of the Chinese culture as a whole through its economic and military potential. The Chinese intellectual elite was forced to respond to the Western threat by using Western methods (including spoken drama) in order to survive: using a Western means to a Chinese end. These specific historical circumstances and power relations have led to different directions of avantgarde theatre movements in China and the West in the early 20th century. Western and Chinese theatre artists went opposite ways: while the former initiated the Re-theatralisation in their criticism of the bourgeois theatre concept and of industrialisation; the latter focused on De-theatralisation which had become a new concept, that of realism/ naturalism. The new experiences of the time could no longer be expressed in their folktales and historical analogies of the traditional Chinese theatre and its stylised theatricality. Amateurs (in particular students of big cities) were the first to invent the various categories of a Chinese "experimental" theatre and later transformed its status into a professional one. Apart from cultural influences of Western (including Japan) imperialism China faced the same problems with the Soviet cultural imperialism. The Soviet cultural policy favoured Stanislavsky's concept. This idea became the basis of a new Chinese national theatre which was to develop after the formation of the People's Republic of China in 1949. Since the 1980s it has increasingly been criticised. In addition other Western concepts have attracted attention including concepts of the Western historical avantgarde, the theatre of the absurd and post-modern theatre. Since the 1990s two major tendencies of modern Chinese theatre can be stated. On the one hand, the theatre is subject to rigid tendencies of commercialisation (which means that the state cut the subsidies), on the other hand, the theatre is confronted with a variety of new entertainment media (TV, cinema, karaoke, shows etc.) which make it remember its specific oppor-tunities of theatrical expression (now including traditional Chinese theatre forms). At the moment a new heated debate about the term and the content of experimental theatre is going on.
