| Abstract [eng] |
During the process of the development of global civilization more and more people experience living in a multicultural society among different religions and nationalities. The necessity of integration of foreigners is crucially important as a perspective of collaboration between countries. One of the most important components of intercultural competence is intercultural sensitivity, which determines the sustainable quality of life. Globalios civilizacijos tapsmo procese vis daugiau žmonių gyvena multikultūrinėje skirtingo tikėji- mo, tautybių, rasių aplinkoje, o kitataučių integracija ir tarpkultūrinė sąveika, tarpkultūrinis dialogas tam- pa neišvengiami, nes atsiranda naujos tarptautinio bendradarbiavimo ir sąveikos su aplinka perspektyvos. Viena iš svarbiausių tarpkultūrinės kompetencijos dedamųjų yra tarpkultūrinis jautrumas, kuris sąlygoja tvarią gyvenimo kokybę Globalios civilizacijos tapsmo procese vis daugiau žmonių gyvena multikultūrinėje skirtingo tikėji- mo, tautybių, rasių aplinkoje, o kitataučių integracija ir tarpkultūrinė sąveika, tarpkultūrinis dialogas tam- pa neišvengiami, nes atsiranda naujos tarptautinio bendradarbiavimo ir sąveikos su aplinka perspektyvos. Viena iš svarbiausių tarpkultūrinės kompetencijos dedamųjų yra tarpkultūrinis jautrumas, kuris sąlygoja tvarią gyvenimo kokybę The requirement of developing intercultural competency through the expression of intercultural sensitivity in school is grounded and relevant. A number of research on intercultural competence, its methodology of education and methods are found. There are also studies that reveal the experience of intercultural sensitivity of different cultural groups, but there is a lack of research that analyze intercultural sensitivity through experiential learning. As a result, the problem raised in this context is: what is the expression of the development of intercultural sensitivity and the possibilities of experiential learning? The main objective of thesis – a development of Intercultural Sensitivity The purpose of the thesis - to make theoretical and empirical analysis of the development of multicultural sensitivity through experiential learning in general education school. Research goals: 1. To analyze the theoretical assumptions of intercultural competence, intercultural sensitivity and experiential learning on the basis of scientific literature and strategic documents. 2. To summarize the expression of students' intercultural sensitivity. 3. To reveal the stages of intercultural sensitivity of students achieved through experiential learning. 4. To summarize the opportunities identified by teachers using experiential learning in educational process. The research applied the following methodology: social constructivism, philosophy of pragmatism, critical theory, access to experiential learning, a model of intercultural sensitivity development by Bennett (1993) The following methods were used for collecting research data: the analysis of scientific literature, written interview (semi-structured), observation. The methods of data analysis: content analysis, descriptive statistical analysis. On the basis of the results of this research, it could be concluded that intercultural sensitivity was expressed through aspects of openness, tolerance, empathy and personal acceptance of intercultural communication. Students consider themselves to be open enough because they unconditionally accept others, have the ability to keep secrets and information. However, they are afraid of criticism and it is seen a lack of respect, acceptance and tolerance for other cultures, self-expression and individuality. The expression of students‘ experience is on the second stage of the ethnocentric scale, in which both defense (defense against differences) and strategy of depreciation. There is also seen a second multicultural stage during the admission and adaptation phases. |
