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The article deals with the theoretical and practical problems of intercultural education. The major goals of the article is to present and analyse the results coming from the international, comparative research on effectiveness of the certain methodology for multicultural education. The concepts of ''civic communication" as well as "'intercultural education" are discussed from sociological and educational perspectives in the first part of the article. And it is shown that civic communication is one of the components of the content and the main actor for intercultural education. The Methodology of the Structured Academic Controversy are presented in the second part of the 61 article as well as the results of the international research on effectiveness of the methodology mentioned above is analysed. The respondents were coming from really multicultural community: 2000 students and 90 teachers from six USA sites and 6 European sites participated in the research (Lithuania, Russia, Czech Republic, Turkmenistan, Estonia, Azerbaijan). Analyses of data did show significant changes in students' knowledge and understandings of political processes; in students' attitudes towards presenting different opinions; in students' behaviours. The results in the article are illustrated by the comments from interviews and focus groups with teachers and students. On the bases the analyses of literature and the results of the research the major conclusions about effectiveness of the methodology of the Structured Academic Controversy are drawn by author of the article. And assumption that civic communication is essential basis for intercultural education. ; Straipsnyje pilietinė komunikacija nagrinėjama kaip viena iš tarpkultūrinio ugdymo sąlygų bei veiksnių, skatinančių pilietinės visuomenės kūrimąsi. Pirmojoje straipsnio dalyje aptariamos "tarpkultūrinio ugdymo" ir "pilietinės komunikacijos" sąvokos bei jų vartojimas edukaciniame kontekste. Antrojoje straipsnio dalyje pristatoma pilietinės komunikacijos ugdymo metodika "Struktūrinė akademinė kontroversija" ir tarptautiniai lyginamieji jos efektyvumo tyrimai.

Author of the article presents the activities did run in the frame of transatlantic project ''Deliberation in A Democracy" and the results of evaluation of this project which was done by the team of evaluators from University of Minnesota (USA). During the 2004-05 school year, the Project was conducted with secondary teachers and their students in six sites: Azerbaijan, Czech Republic, and Lithuania, and the metropolitan areas surrounding Chicago, Los Angeles, and Washington, DC. The two overarching goals of the Project were stated to provide: (1) a model for secondary teachers to learn and appreciate among themselves the power of deliberation in their classrooms, and (2) a platform for engaging secondary students in discussions of substantive content on the institutions, governmental systems, and basic principles of a democratic constitutional state. Major activities associated with the project include: (1) teacher staff development workshops, (2) classroom deliberations, (3) an on-line Message Board for students and teachers, (4) a videoconference between students in partner sites, and (5) a teacher exchange. The results of the evaluative research (sample: 54 teachers and 1118 students participating in a project) are presented, and discussed. The methodology of research included two overlapping components. The first component is based on an adapted version of Thomas Guskey's five-level model for evaluating professional development: (1) participants' reactions, (2) participants' learning, (3) organizational support and change, (4) participants'•use of new knowledge and skills, and (5) student learning outcomes. The second component of the evaluation design assesses implementation fidelity, documents the degree to which the Project achieved its stated outcomes. The analyses of the results leaded to conclusions about effectiveness of the project, because both the teacherss and the students learned a new way of discussion and it did make a statistically significant changes in student's civic knowledge, political understanding and behaviour. ; Straipsnyje pristatomas ir aptariamas transatlantinis pilietinės edukacijos projektas "Svarstymai demokratijoje" (Deliberating in A Democracy), kurio metu buvo įgyvendinama viena iš pilietinio ugdymo technologijų, padedanti mokiniams ugdytis prasmingo diskutavo gebėjimus. Taip pat analizuojami šios techmologijos efektyvumo tyrimo, kurį autorė atliko kartu su Minesotos (JAV) universiteto profesoriais Pat Avery. Carol Freeman ir Kyle Greenwalt, rezultatai.

An Overview of the IEA (International Association for Evaluation of Educational Achievement) Civic Education Study (CivEd) is developed by the Lithuanian National Research Coordinator. Lithuania is one of the 29 countries participating in this International Study. The author presents the main ideas, goals of the Study, the structure of the Test Instruments, School Sampling, etc. The needed materials (The summaries of Core International Framing Questions; Review of Literature; National Case Study Chapter: "National Identity and Education for Democracy" were developed during the phase l. They are included in the International publication: J. Torney Purta, J. Schwille and J. A. Arnadeo. Civic Education across Countries: Twenty-Four National Case Studies from IEA Educational Project. Amsterdam: International Association for the Evaluation of Educational Achievements, 1998. The testing of 14-years old students took place in 1999. The full data will be available for comparison only in 2001, thus author presents just some ideas about civil maturity of the Lithuanian adolescence. ; Straipsnyje pateikiamas tarptautinis pilietinio ugdymo tyrimas, atliktas 1996-2000 m. pagal IEA metodiką. Aprašomas ir tyrimo organizavimas: tyrimo etapai, moksleivių atranka, testavimo instrumentų struktūra. Drauge atskleidžiami ir kai kurie Lietuvos aštuntų klasių mokinių požiurio į valstybę ir pilietį ypatumai.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.

The article familiarizes the reader with the main goals and implementation structures of the DIALLS (Dialogue and Argumentation for Cultural Literacy Learning in Schools) three-year project (2018–2021), supported by EU Research and Innovation program HORIZON 2020. The project is coordinated by Cambridge University in partnership with 9 EU universities. In Lithuania project activities are implemented by the Institute of Educational Sciences at Vilnius University. The theoretical concept of Social Responsibility in the context of Cultural Literacy and Educating for an Active Citizenship is analysed in the theoretical part of the article. Some empirical data on addressing the concept of Social responsibility in the National Educational Policy documentation is presented and discussed from the view of DIALLS projection. Finally, some concluding points on addressing the concepts of Social responsibility, participation, cooperation and citizenship in the national educational policy documentation are drawn up.