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EDUCATION AND INTERETHNIC

RELATIONS IEIR2012 1 2012 EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/1 74.000.513 431 37.01 - 232 - , 11-16-18003/ -

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Education and Interethnic Relations IEIR2012 / . .. . .1. : , 2012. - 332 .

- IEIR2012 ( , , 14-16 2012) The book presents the articles and abstracts of the International symposium Education and International Relations IEIR2012 (organized by Udmurt State University, Izhevsk, November 14-16, 2012).

ISBN 978-5-4312-0180- 74.000.513 37. , , EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/

/CONTENT

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Ņ Khakimov, E.

PROBLEMS OF DEVELOPMENT OF POLYCULTURAL EDUCATION.

INTRODUCTION.

/ ANALYTIC REPORTS





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Suprunova, L.L.

TRADITION AND INNOVATION IN POLYCULTURAL EDUCATION

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Koudrjavtseva, E. & Korin, I.

CREATION OF A UNIFIED SYSTEM OF TESTS TO THE LEVEL OF

INTERCULTURAL COMPETENCE (Abstract) .., ..

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LOGIC GAMES AND OBJECTIVES: THE MATERIAL HOMETOWN

ARCHITECTURE AS A MEANS OF ETHNOCULTURAL EDUCATION FOR

PRESCHOOL (Abstract) ..

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EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/ ..

Aleksandrova E.

INTERCULTURAL AND INTERRELIGIOUS COMMUNICATION: THE WAY

OF TEACHING AND UNDERSTANDING

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CONCEPTION OF THE COMPETENCE ORIENTED EDUCATION:

HUMANIZATION OF MULTICULTURAL EDUCATION PROCESS ..

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EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/ .., .. / Mamleeva S.M. & Ziatdinova F.N.

/ FORMATION OF POLYCULTURAL VALUES AT

STUDYING YOUTH WITHIN THE MAIN GENERAL AND ADDITIONAL

EDUCATION

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THE PSYCHOLOGICAL DETERMINANTS OF MUSICAL INTELLIGENT OF

PERSONALITY IN THE ETHNO-CULTURED SURROUNDINGS (Abstract) ..

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FOREIGN LANGUAGE TRAINING OF STUDENTS AS THE BASIS OF

GENERAL PROFESSIONAL POLYCULTURAL EDUCATION Maletova M.I.

POLYCULTURAL EDUCATION AS PART OF MASTER PROGRAMS

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PROBLEMS OF DEVELOPMENT OF POLYCULTURAL EDUCATION.

INTRODUCTION

Conferences and symposiums on Education and Interethnic Relations have been held annually since 2008. This year the event will be organized in the form of on-line discussions in the common Russian language space and project groups' work on a certain topic. Later these groups, whose contacts will be available, will continue their work independently and in a more constructive way enlisting cooperation of other researchers and practitioners. On November 16, each working group will present their project and receive the primary assessment of Russian and foreign experts.

The goals of the symposium:

- to exchange research results and organize project groups for work on the topic: "The development of theory and practice of polycultural education".

- to promote joint research (cross-cultural, comparative, etc.) - to improve the quality of education (to develop polycultural education at all levels: from pre-school through school to higher professional and additional education) - to create new social technologies (to increase safety and competitive ability of an individual, the society, the state by introducing polycultural education) Discussions will take place simultaneously in 12 universities, institutes and academies, where Russian is a working language, and will be accompanied by synchronous translation.

The main issues and prospects of polycultural education can be grouped into clusters:

1. What is the meaning of the concept "polycultural education"? What distinguishes it from multicultural and intercultural education? Are there new constructive interpretations of the term "polycultural education"? In my view, the concept "poly-personalized-cultural education" would be the most suitable. It is grounded in the theory of person-oriented education of culturological type (E.V. Bondarevskaya); the theory of integration of education (A.Ya. Danilyuk); the theory of polycultural educational space (V.P. Borisenkov, O.V. Gukalenko, A.Ya. Danilyuk) and others. The polyparadigmal approach, which has recently been used in Russian pedagogy, could also prove useful.

2. How do the two directions of polycultural education - polycultural didactics and polycultural upbringing - overlap and interact? (Upbringing is the Russian concept, which means elevating an individual to the height of cultural values). In my opinion, together with separate consideration of these directions, the analysis of their different combinations is also prospective.

3. What are the curricula, pedagogical methods and principals, forms of organization of polycultural education in pre-school facilities, in secondary schools and in the system of vocational training and retraining? Probably, the most prospective are modelling and developing the following components of educational process:

3.1 The content of polycultural education, especially poly-personalized-cultural education;

3.2 Methods and techniques of polycultural education;

3.3 Means of polycultural education in a new information-based era;

3.4 Appropriate organizational forms of polycultural education providing students' subjective growth;

3.5 Necessary and sufficient principles of polycultural education;

4. What is the logic of polycultural educational process as opposed to monocultural or pseudo-cultural educational processes? Testing the efficiency of working models offering stages of polycultural education or creating new models. The most prospective seems the construction of polycultural educational practices based on continuity and polyparadigmality.

5. What do the results and effects of polycultural education depend on? Are there any differences between intercultural and polycultural competencies? What are in-depth psychological mechanisms of the influence of polycultural education on the individual? What is the phenomenology, psychology and sociology of polycultural education? Further development of assessment tools is necessary as well as the system of monitoring polycultural education in a separate school, university, administrative area or the whole country. Forward-looking is the study of how EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/ intercultural\polycultural competency influences the person's social and professional adaptation, his\her morality, competitive ability, etc.

6. What are the difficulties in practicing polycultural education at pre-school, school and university levels? What pedagogical conditions lead to positive results in the most successful examples of realization of polycultural education?

The analysis of subjective difficulties encountered by teachers, students, parents, education policy makers, bachelors and masters of pedagogy, and ways of overcoming them could be productive. The acmeology of polycultural education also deserves further consideration.

7. How to regulate the movement of the educational institution or the educational system of the district, town, the whole country towards the advancement of polyculturalism? The most effective way would be identifying regularities of movement from traditional monoculturalism to polyculturalism in the society revealing mechanisms of interaction between educational systems, science, policy makers, civil society, business circles, and mass media.

Further development of research and practice in the Russian language space does not only involve more intensive communication between Russian-speaking researchers and practitioners, but also with their counterparts in many other countries of the world. This can be achieved through greater openness of Russian studies, their translation into foreign languages, and translation of the works of the most cited foreign authors into Russian, conducting comparative and cross-cultural research. The symposium of 2012 on Education and Interethnic Relations will attain its goals if it results in creating:

1) the network of polycultural education researchers who developed effective ways of scientific communication;

2) open interactive map of research project groups;

3) the Symposium Proceedings where papers on conducted research studies and summaries of articles describing urgent issues and project ideas will be published.

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12. Grant, K., Gomez, M. Campus and Classroom: Making Schooling Multicultural. New Jersey, 2001.

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TRADITION AND INNOVATION IN MULTICULTURAL EDUCATION

Key words: International Upbringing, Group, Model of a Multicultural Society, Educational Process, Multicultural Education, Polycultural Education, Resource, Traditions, Innovations.

Abstract: The importance of theoretical justification and practical realization of ideas of Multicultural education based on synthesis of educational traditions and innovations is revealed in the article. Educational traditions, the uses of which allow achieving the aims of Multicultural education effectively are defined and characterized. Positive aspects of the domestic and foreign innovations, allowing increasing training and educational potential of Multicultural EDUCATION AND INTERETHNIC RELATIONS - IEIR2012/

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