EDUCATION IN A MULTICULTURAL SOCIETY

Abstract

Due to contemporary social trends, today more than ever the pedagogical rethinking of the multiculturalism vs. education relationship, that is, education in multicultural society, is necessary. This is precisely the reason why there is an ever increasing number of authors who deal with this issue in the world, as well as in our country. A number of important documents of the United Nations and UNESCO, and of various European social and educational institutions and associations have been adopted, many symposiums and counselling sessions have been held, and thousands of bibliographic entries written. This attribute of educational practice, its reality and perspective, is a challenge for pedagogical theory, as well as for pedagogical practice. Like many others, the phenomenon of the multicultural feature of education is increasingly significant, because of its peaks and pitfalls, its stagnation and the reactions it causes, not only in the past but also in the present. This is so not only in some faraway places, but also in geographically and ethnically closer areas, mainly then and there, where and when social contradictions are resolved in conflicts and wars between peoples. The crisis of multicultural education can simultaneously be a constituent of both the cause and effect of social conflicts. Regardless of the point of departure in evaluation and in the approach to contemplating the multiculturalism vs. education relationship, it is certain that this phenomenon is increasingly in the focus of many scientific, primarily social, humanistic, cultural, sociological and pedagogical disciplines. It is also clear that education in multicultural society, that is, multicultural education in schools, mass media and the multicultural environment, is an imperative for present and future times. It is a precondition for true, personal and social progress: it is an integral part of humanistic civilisation.