RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)2759310.22363/2313-1683-2021-18-3-507-519PERSONALITY IN THE MODERN EDUCATIONAL ENVIRONMENT IN RUSSIA AND IN THE WORLDЛИЧНОСТЬ В СОВРЕМЕННОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ В РОССИИ И МИРЕReview ArticleMulticultural Education in Slovakia: Perspectives and RisksМультикультурное образование в Словакии: перспективы и рискиhttps://orcid.org/0000-0003-4857-5578KondrlaPeterКондрлаПетер

PhD, Associate Professor, is a teacher at the Department of Religious Studies

PhD, доцент, преподаватель кафедры религиоведения

pkondrla@ukf.skConstantine the Philosopher University in NitraУниверситет Константина Философа в Нитре04102021183VOL 18, NO3 (2021)ТОМ 18, №3 (2021)50751904102021Copyright ©; 2021, Kondrla P.Copyright ©; 2021, Кондрла П.2021Kondrla P.Кондрла П.http://creativecommons.org/licenses/by/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/27593

The article analyses 20 years of experience with multicultural education in Slovakia. The starting point is to examine the causes and reasons why multicultural education has been included in the education system. The rationale for the introduction of multicultural education is interpreted in the context of the current possibilities and needs of society, identifying mainly the problems that multicultural education solves today. The basic principles and pillars of multicultural education are introduced and at the same time their strengths and weaknesses are examined. Emphasis is placed on human dignity and social responsibility as sources on which other values of multicultural education are based. In contrast to these principles is the environment in which education takes place. The school and family environment do not offer a sufficient principled background, do not prefer and often do not respect the values of multiculturalism. The resulting conflict of principles and environment poses the biggest problem and risk in multicultural education. Specific attention is paid to the issue of education in the mother tongue, this problem in Slovakia mainly affects the Roma minority. The inability to learn in one’s mother tongue is contrary to equal opportunities as well as to the possibilities for the development of the human person in the context of his or her dignity. Finding perspectives requires a change from above, in the setting of the school environment as well as a change from below, i.e. a change in the value orientations and personal attitudes of individual teachers and changes in their preparation for the future profession.

Анализируется 20-летний опыт мультикультурного образования в Словакии. Отправной точкой является изучение побудительных мотивов и причин включения мультикультурного образования в систему образования. Внедрение мультикультурного образования обосновывается в контексте текущих возможностей и потребностей общества; выявляются актуальные проблемы, которые мультикультурное образование решает сегодня. Представлены основные принципы и базисные элементы мультикультурного образования, исследуются их сильные и слабые стороны. Акцент делается на принципах уважения человеческого достоинства и социальной ответственности как источниках, на которых базируются другие ценности мультикультурного образования. Показано, что в реальной жизни среда, в которой происходит обучение, зачастую противоречит этим принципам. Школьная и семейная среды не обеспечивают достаточной подготовки, не формируют приоритетов и часто не уважают ценности мультикультурализма. Возникающий в результате конфликт между принципами и средой представляет собой самую большую проблему и риск в мультикультурном образовании в Словакии. Особое внимание уделяется вопросу образования на родном языке, эта проблема в Словакии главным образом затрагивает цыганское меньшинство. Невозможность для цыган учиться на родном языке противоречит декларациям о равных правах и возможностях для развития всех людей без ущемления их человеческого достоинства. Поиск перспектив для развития мультикультурного образования в Словакии требует изменений как в школьной среде, так и в ценностных ориентациях и личном отношении отдельных учителей, а также и изменений в их подготовке к будущей профессии.

multicultural educationmulticulturalismtoleranceSlovakiamother tongueminoritycultural diversityмультикультурное образованиемультикультурализмтолерантностьСловакияродной языкменьшинствокультурное разнообразиеAbbar, H., & Shaheed, H.H. (2021). The difference between American sign language and body language in greetings Najlaa. Multicultural Education, 7(5), 174-181.Ambrozy, M., Pavlikova, M., & Kobylarek, A. (2021). How to teach philosophy during Covid 19? EDULEARN21 Proceedings (pp. 7451-7456). Palma: IATED. https://doi.org/10.21125/edulearn.2021.1510Banks, J.A. (2001a). Cultural diversity and education: Foundations, curriculum and teaching. 4th ed. Boston: Allyn and Bacon.Banks, J.A. (2001b). Multicultural education: Its effects on students' racial and gender role attitudes. In J.A. Banks & Ch.A. McGee Banks (Eds.), Handbook of Research on Multicultural Education. San Francisco: Jossey-Bass.Banks, J.A. (2013). The construction and historical development of multicultural education, 1962-2012. Theory into Practice, 52(1), 73-82.Bartkova, G. (2015). Multikultúrna výchova na školách. Prešov: UPJS. (In Slovak.)Belinskaya, E.P. (2018). Modern identity research: From structural certainty to procedurality and incompleteness. Bulletin of Saint Petersburg University. Psychology, 8(1), 6-15. (In Russ.) http://dx.doi.org/10.21638/11701/spbu16.2018.101Binetti, M.J., Novakova, K.S., & Pavlikova, M. (2019). ¿Multiculturalismo o feminismo? La discusión en torno al uso del velo integral. XLinguae, 12(1), 70-79. http://dx.doi.org/10.18355/XL.2019.12.01.05Bogdanova, O.A. (2016). The crisis of self-identity in postmodern culture. Scientific Thought of Caucasus, (2), 26-31. (In Russ.)Durkova, E. (2020). Changes in belief in personal God among youth in Slovakia. Religiosity, Spirituality and Alternative Religious Movement. Nitra: UKF.Faltyn, J. (2005). Teoretická východiska multikuturní andragogiky. Praha: MJF. (In Czech.)Garmon, M.A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201-213.Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.Gorski, P. (2006). Complicity with conservatism: The do politicizing of multicultural and intercultural education. Intercultural Education, 17(2), 163-177.Gorski, P. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education, 25(1), 309-318.Grant, C., & Sleeter, C. (2006). Turning on learning: Five approaches to multicultural teaching plans for race, class, gender, and disability. Upper Saddle River, NJ: Prentice Hall.Halah, A.A. (2016). Multicultural education: Teachers’ perceptions and preparation. Journal of Education and Practice, 7(11), 139-146.Hašková, A., Šafranko, C., Pavlíková, M., & Petrikovičová, L. (2020). Application of online teaching tools and aids during corona pandemics. Ad Alta: Journal of Interdisciplinary Research, 10(2), 106-112.Kalustyants, J.S. (2011). Personality in conditions of identity crisis: Social transformation and individuation. Bulletin of the North Caucasus State Technical University, 27(2), 162-166. (In Russ.)Karatsova, V.N., & Isaev, E.A. (2016). Organizational and methodical bases of multicultural self-organization of students in the additional foreign language education. RUDN Journal of Psychology and Pedagogics, (2), 99-109. (In Russ.)Khukhlaev, O.E., Gritsenko, V.V., Pavlova, O.S., Tkachenko, N.V., Usubian, S.A., & Shorokhova, V.A. (2020). Comprehensive model of intercultural competence: Theoretical substantiation. RUDN Journal of Psychology and Pedagogics, 17(1), 13-28. http://dx.doi.org/10.22363/2313-1683-2020-17-1-13-28Kondrla, P., Tkáčová, H., & Tvrdoň, M. (2020). Social work and its impact on alleviating the social exclusion of religious minorities. ICERI2020 Proceedings (pp. 3844-3851). Seville: IATED. https://doi.org/10.21125/iceri.2020.0872Kondrla, P., Tvrdoň, M., & Tkáčová, H. (2020). Current challenges for social work: stereotyping as an obstacle to the integration of marginalized groups into society. ICERI2020 Proceedings (pp. 3837-3843). Seville: IATED. https://doi.org/10.21125/iceri.2020.0870Králik, R., & Máhrik, T. (2019a). Interpersonal relationships as the basis of student moral formation. ICERI2019 Proceedings (pp. 8896-8900). Seville: IATED. https://doi.org/10.21125/iceri.2019.2129Králik, R., & Mahrik, T. (2019b). Metaphysics as a base for improving critical thinking. ICERI2019 Proceedings (pp. 8901-8903). Seville: IATED. https://doi.org/10.21125/iceri.2019.2130Kroupova, A. (2008). Tolerance a mediální gramotnost v multikulturním prostředí: Sylaby a anotace vybraných příspěvků. Praha: UK. (In Czech.)Kyselova, J., & Ligas, S. (2017). Multikultúrna výchova žiakov v predmete etická výchova. Banska Bystrica, UMB. (In Slovak.)Kyuchukov, H., & New, W. (2018). Mother tongue of Roma children from special schools. RUDN Journal of Psychology and Pedagogics, 15(3), 323-333. http://dx.doi.org/10.22363/2313-1683-2018-15-3-323-333Mistrík, E. (2011). Ciele a obsah multikultúrnej výchovy a vzdelávania pre Štátny vzdelávací program ISCED 0 a ISCED 1. Bratislava: Štátny pedagogický ústav. (In Slovak.)Mistrík, E., et al. (2008). Multikultúrna výchova v škole. Bratislava: NOS. (In Slovak.)Mosanya, M., & Kwiatkowska, A. (2021). Complex but integrated: Exploring social and cultural identities of women Third Culture Kids (TCK) and factors predicting life satisfaction. International Journal of Intercultural Relations, 84, 65-78. https://doi.org/10.1016/j.ijintrel.2021.07.001Pavlíková, M., & Žalec, B. (2019). Struggle for the human self and authenticity: Kierkegaard's critique of the public, established order, media, and false christianity. Bogoslovni Vestnik/ Theological Quarterly, 79(4), 1015-1026. https://doi.org/10.34291/BV2019/04/PavlikovaPavlikova, M., Tkáčová, H., Kobylarek, A., & Biryukova, Y. (2021). Factors arousing academic interest of high school students in studying at university. EDULEARN21 Proceedings (pp. 7814-7823). Palma: IATED. https://doi.org/10.21125/edulearn.2021.1594Petrovič, F., & Murgaš, F. (2020). Linking sustainability and happiness. What kind of happiness? GeoScape, 14(1), 70-79. https://doi.org/10.2478/geosc-2020-0007Sandorova, V. (2011). Multikultúrna výchova na I. stupni ZŠ. Bratislava: Metodicko - pedagogické centrum. (In Slovak.)Siskova, T. (2008). Výchova k toleranci a proti rasismu: multikulturní výchova v praxi. Praha: Portal. (In Czech.)Tkáčová, H., Al-Absiová, E., Al-Absi, M., & Pavlíková, M. (2021). “Media Invasion” against Islam in the context of the Slovak Republic. Media Literacy and Academic Research, 4(1), 165-179.Tkáčová, H., Pavlíková, M., Tvrdoň, M., & Jenisová, Z. (2021). The use of media in the field of individual responsibility for sustainable development in schools: A proposal for an approach to learning about sustainable development. Sustainability, 13, 4138. https://doi.org/10.3390/su13084138Tkáčová, H., Pavlíková, M., Tvrdoň, M., & Prokopyev, A. (2021). Existence and prevention of social exclusion of religious university students due to stereotyping. Bogoslovni Vestnik/Theological Quarterly, 81(1), 199-223. https://doi.org/10.34291/bv2021/01/tkacovaTkáčová, H., Tvrdoň, M., Králik, R., & Kalugina, A. (2021). End of the procrastination through innovation in education. Factors maintaining motivation in study among university students. EDULEARN21 Proceedings (pp. 6838-6847). Palma: IATED. https://doi.org/10.21125/edulearn.2021.1384Tkáčová, H., Tvrdoň, M., Roubalova, M., & Vasbieva, G. (2021). Factors of academic interest of social workers and social work assistants in lifelong learning: Are online forms of education (de) motivating? EDULEARN21 Proceedings (pp. 6823-6831). Palma: IATED. https://doi.org/10.21125/edulearn.2021.1381Ukpokodu, O.N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives, 5(4), 17-23.Zalec B., & Pavlikova, M. (2019). Religious tolerance and intolerance. European Journal of Science and Theology, 15(5), 39-48.Žalec, B., & Pavlíková, M. (2019). Civic virtues and functions of religion in public life. European Journal of Science and Theology, 15(6), 75-84.Slavin, R.E., Hurley, E.A., & Chamberlain, A.M. (2001). Cooperative learning in schools. In N.J. Smelser & B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 2756-2761). Oxford, England: Pergamon.