The subject of this chapter is the analysis of the degree of liking, openness and aversion to representatives of other nations expressed by people from various age groups (from high school students to adults)
This book draws theoretically and methodologically from the sociology of curriculum, educational policy, and comparative education to meta-analyse the findings of nine separate studies which explored constructions of „Europe” in the Social Studies secondary school curricula of a respective number of countries: Baden-Wurttemberg (Germany), Greece, France, Poland, Cyprus, Northern Ireland (UK), Sweden, Ireland and the Autonomous Community of the Basque Country (Spain).
The fact that geography as the scientific discipline and as a school subject has a great meaning for all of us in everyday life is obvious for scientists representing this discipline, for students who have chosen geographical studies, and for many members of the society.
In the nineties of the 20th century, there was a rapid growth in the number of applicants for Polish universities. Unfortunately, this favourable situation didn’t cause any structural or curriculum changes. Traditional geography curriculum remained obsolete and not adapted to the challenging Polish labour market.
The article presents the meaning, place and role of cultural education, education of culture and intercultural education in Polish teaching of geography.
This chapter deals with the seemingly innocuous concepts of „home” and „belonging” which, for most people, are interlinked.
This chapter offers an overview of geography courses in Higher Education across a number of European countries with a view to providing a better understanding of the concepts and competences taught and their contribution to widening and deepening knowledge of the European space in terms of place, culture, indentity and citizenship.
This chapter explores, through dialogue, the lived geographical experiences of students in order to elucidate the challenges involved in fostering thinking European(s) in globalising world.
Intercultural education understood as all the actions aiming at getting to know and becoming open towards other cultures, serving mainly to establishing tolerance, understanding and appreciation of groups of people differing from us in respect of race, nationality, sex, religion, as well as acquiring the ability to coexisting and cooperate with others should nowadays be an especially important element at all the stages of education. (Ardens J.R., 1995).
Political, economic and cultural transformations, Poland’s accelerated opening to the world and the possibilities of increased contacts with other nationalities as the result of integration with the EU, invasion of global mass culture should make Polish citizens’ attitudes towards other nations more open.
In the age of globalization, integration and transformation, both in Poland and other countries of the world, cultural, regional and intercultural education, realised as a planned and deliberate educational and didactic process, seems to be indispensable.