The Intercultural Education And The New Social Reality Of The Value Dimension (original) (raw)

The intercultural education emphasizes a social reality within which a paradigm is assumed by a certain community. In this way, the social responsibilities relate to a strategic pragmatism of an educational nature. Moreover, the architectonics of the epistemology of the intercultural education legitimizes the existence of axiological structures found within the social policies. There are significant from this point of view the different intercultural modalities "responsible" for the concretization of a value hierarchy in a social system. Therefore, the comprehension of an intercultural dimension of the social reality reminds of a rational substantiation of the axiological structures through which the epistemological connections acquire meaning and significance. The activities which take place within a social system aim at a series of peculiarities meant to justify the existence of an intercultural "logic". In other words, the applicative-theoretical connections express within the educational reality situations corresponding to a social methodology. Moreover the intercultural contextual situations constitute a pragmatic operationalization of some approaches initiated at the level of the reality. Thus, the intercultural dimension projected at the level of the operationalization of the human competences illustrates the fact that the educational process in general represents a true potential of knowledge. Therefore a methodological restructuring of the social strategies which apply to the intercultural dimension generates a special form of communication through which there are emphasized the professional responsibilities. 1.2. The socio-educational phenomenon and its intercultural dimension The social flexibility validates the conceptual-theoretical structures within the educational reality. It has to do with an approach of the intercultural phenomenon from the perspective of a social epistemology. In these conditions, the scientific analysis made on the new paradigms concentrates specific modalities of approach through which the socio-educational activity becomes concrete. In fact the organization of some competences from a socio-professional standpoint can explain the methodology specific to the intercultural activities carried out in a given contextual situation. Moreover, the following of some socio-cultural criteria supposes some thorough understanding of the value principles from the perspective of an epistemological model. Therefore, the relationship competence-autonomy transposes the form of scientific reasoning in a system of the social praxis. The scientific dimension of the intercultural phenomenon reflects the idea of a social psychology through which the explanations are related to optimum forms of understanding. One can assert that at the level of a socio-educational system, a methodological strategy is necessary exactly in order to emphasize the normative nature and value of the process of understanding of the intercultural phenomenon related to different cultural spaces (Ghosh; Tarrow: 1993, 81-92). Also, one has in mind the innovative character of the social strategies applied and assumed in a contextual situation. From this point of view one has to mention the fact that the educational value of the intercultural dimension supposes the taking into consideration of some pedagogical approaches through which there are emphasized social mentalities. This situation expresses the idea that an analysis of education corroborated with an analysis of the social fact remind of various meanings of interpretation regarding the intercultural dimension of the society in general. That is why the motivation within the instructive process represents a psychological support in the process of assuming some socio-intercultural strategies where an important role is played by the style itself. In fact, the cultural style perceived as a determined and stable modality of life and human creation (Boboc: 2001, 20), reminds of a professional reorganization and moral regeneration. From this point of view we have in mind