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In this research topics of intercultural development are examined through a phenomenographical case study. The study centres around a Comenius Multilateral School Partnership Project, which aims to improve cooperation and intercultural learning between European schools. As part of the initiative to promote intercultural learning of children in the countries of the European Union, the European Commission launched a Comenius Project in 2009-2011 linking schools in Austria, England, Finland and Germany. The partnership of these countries actualised on multilateral and bilateral level. This study provides an analysis of the practises and learning outcomes from the Finnish perspective through a school partnership between a fifth grade class in Finland and a seventh grade class in Austria. The main focus of the study is the experiences and learning outcomes of the 22 Finnish pupils, that were participants in the Project. Research data is comprised of interviews of pupils, their parents and class teacher, pupil surveys, written narratives and observation of the researcher. Practical aspects of implementing the multi-faceted intercultural learning situations, which culminated to a 7-day study visit as the Austrian pupils visited Finland and were hosted in homes, are addressed. Key themes of the study involve various aspects of intercultural learning, such as development of intercultural sensitivity, role of national identity, situated learning, language acquisition and curricular frameworks. These themes are approached from theoretical as well as practical viewpoints and aim to build a holistic understanding of intercultural learning in practice. The theoretical basis to intercultural matters discusses the current need for intercultural competence, a challenge posed by globalisation and its various representations. In short, the demand for international cooperation and intercultual skills has increased while the notion of global citizenship has gained ground. The postmodern concept of globalisation is covered in this study through argumentation by scholars such as Anthony Giddens and Zygmunt Bauman. An inseparable element of intercultural development, national identity is discussed based on theories of Stuart Hall. At the core of the theoretical framework, Milton Bennett's Developmental Model of Intercultural Sensitivity outlines the fundamental components of intercultural development setting the standard for analysis of research findings. The most significant learning outcomes from pupils' viewpoint are increased competence and courage to speak a foreign language as part of developed intercultural skills, and motivation to become acquainted with foreign cultures and people. Pupils also shifted in their thinking to a more accepting attitude towards cultural difference while learning to appreciate and embrace the uniqueness of their own culture. Eagerness to claim every culture as equal increased as well as understanding of global issues. Other findings suggest that teaching intercultural topics may be integrated into the objectives of the National Curriculum, although readiness to integrate and implement these topics require intercultural awareness and competence from teachers. Overall, participation in the Comenius Project was regarded a positive experience and a privilege by nearly all participants, which indicates a progressive development to the direction where the countries of European Union are encouraged. Key words: intercultural learning, intercultural sensitivity, intercultural development, national identity, global citizenship, curricular integration, situated learning

"Gewalt und Sprache". Internationale SUNG-Tagung an der Comenius-Universität in Bratislava, 30. Juni - 2. Juli 2016 Anlässlich des 25. Jahrestages seiner Gründung veranstaltete der Verband der Deutschlehrer und Germanisten der Slowakei (SUNG) eine Konferenz, die sich thematisch auf das Verhältnis von Gewalt und Sprache konzentrierte. Veranstaltungsort war die Philosophische Fakultät der Comenius-Universität, Mitveranstalter der dortige Lehrstuhl für Germanistik, Nederlandistik und Skandinavistik. Die Konferenz stellte zugleich die zwölfte Tagung des Verbandes dar.

The origin of didactics as a science discipline dates from as far back as the ancient slave states, so the very term didactics (didaskein) comes from the ancient Greek language, meaning to teach. This term later underwent certain changes and the term didactica (didactics) originated in Latin. Today, all scientific vocabulary comes from these two languages (Latin and Greek). The first, more precise definition of this concept was given by Wolfgang Ratke (1571-1635) and John Amos Comenius (1592-1670), who are also considered the founders of didactics. The aim of this paper is to emphasize the importance of didactic principles and the great importance and contribution of Comenius as their founder and the founder of didactics in general. We have to mention that Comenius dedicated his entire life and work to the search for the overall improvement of the teaching process and the education of people, and how successful he was can be seen in the fact that his didactic principles still stand the test of time. He is considered to be one of the greatest educational reformers.

The present study provides an analysis of John Amos Comenius's thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault's ideas about governmentality and discipline, as well as on Henri Lefebvre's spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early modern European educational context. ; Financed by Umeå School of Education

The Russian studies of John Amos Comenius' works rarely go beyond the limits of history of pedagogy. Meanwhile, the Czech thinker's legacy is wide and mul­tifaceted. The aim of the article is to explore a linguo-philosophic aspect of his teaching subjected to goals of global reform of the world in a context of Come­nius' eschatological views. It is shown that the aspect was developed in a form of the "universal culture of language". Main directions of that culture and their or­ganization according to which relatively simple and feasible projects devoted to cultivation of national as well as classic languages were subordinated to the most difficult and problematic one, namely creation of a universal, purely rational and artificial language, are considered. The system of beliefs and presumptions un­derlying that ultimate scheme is analyzed: firstly, its core including epistemic and theological convictions shared by Comenius with other designers and sup­porters of universal language schemes, and, secondly, its periphery which com­prised religious and metaphysic views distinguishing the Czech reformer's modus cogitandi. The research is supplemented with a translation of the chapter XIX 'The foundation of the Universal language' of Comenius' important treatise 'The Way of Light' (Via Lucis) (publ. 1668).