CULTURAL KNOWLEDEGE AND UNDERSTANDING THE WORLD

CULTURAL KNOWLEDEGE AND UNDERSTANDING THE WORLD

Cultural education is defined as learning and practicing the arts, as well as learning through the arts using transversal pedagogical means, should also be understood as using the arts for the promotion of cultural and social objectives in particular mutual respect, understanding and tolerance, appreciation of diversity team work and other social skills as well as creativity, personal development and the ability to innovative. The qualification and competent of our citizens are becoming our central ‘’raw material’’

Education typically takes place in schools and institutions of higher education, as well as in an informal way through media, cultural institution and art. Art can usefully reinforce formal education cultural and artistic means of education in particular at information and communication technologies have strongly increased the possibilities for, and the impact of cultural education, both informal and informal education.

Successful education implies logical and abstract thinking, imagination and sensibility, creativity as well as cultural memory with communication skills requires cognitive and social competences as well as literacy in broad sense , comprising not only speaking , reading writing literacy nut also numerical, cultural and artistic literacy.

Artistic communication could assist person experiencing difficulties in speaking, reading or writing irrespective of whether these are a result of physical, mental, or educational problem in order to fully exercise their right to education, persons with special need should have access to more intensive holistic educational including cultural education.

Literacy is a fundamental issue to particular in and actively contribute to in a democratize society. Although literacy in reading and writing is highly visible. This cultural literacy hinders participation in social life and the mutual understanding between different social groups.

Education must take into account social challenge. Our world is characterized by rapid changing increasing globalization and relations. Information education and knowledge are progressively becoming the driving forces behind our new social economic structures. The qualifications and competences of our citizens are thus becoming our center’’ Raw material’’ crucial factors of international competitions. They are the key to every country’s future.

In order to adequately prepare children and young people for vocational and social life, educational institution must not only understand changes in needs but anticipate them. In this sense, art and cultural are indispensable elements of a comprehensive education. The objective of which is to achieve the maximum benefit for and best possible development of each one every individual to participate actively in society as a constructive member of the community.

The ability to handle challenges encountered by each individual by society. The capacity to deal responsibly with resources and environment. Well developed interpersonal and communication, skills and a well developed facility of reflection, as well as the ability to learn, to make decisions and to act competently. All these are educational goals which when achieved will contribute substantially to a satisfying life.

The art and cultural education;

In this context, experience with the arts facilitates learning processes that are of pivotal importance for example, recognizing and  relating to what is different ,or the capacity to develop transitions and interactions within a heterogeneous group. Like science, art can contribute to an overall process of development in society as a result of its view of the world and its approach to creativity. Moreover, cultural education creates a constructive basis for encounter and discussion, for co existence and co-operation it is a foundation of general education not a luxury that may be added when all other educational goals have been achieved.

The function of schools in the society is not only to give our children knowledge and skills but to open up sphere of experience and development in which young people can get to know themselves and become familiar with the world, and which will comprehensively foster the development of their personalities.

Education’’ in the arts’’ and therefore education ‘through the art’’ gives access to more widely defined cultural education and are an essential part of it at the same time. The aim of education must be to promote the full development of the personality talents, mental and physical capabilities of each individual child.

Cultural education plays an extreme vital role in the comprehensive development of the children personalities.

Learning is a creative process, what we learn depends for the most part, how we learn or the  place of learning and learning atmosphere, the time, the rhythm and clearness presentation.

Learning by means of art- based methods opens up specific area of experience studies. An easily recognizable fact that has been examined and described in the ability to relate thinking and action in creative as well as organizational processes and to use knowledge in accordance with specific requirements.

·        The capacity to make decisions independently

·        The ability to implement ideas innovatively and

·        The capacity to create new interconnections.

Creativity and the ability to innovate are decisive for sustainable economic and social development.

Knowledge and creativity are the new economic factors. It is not raw materials and machines, capital and lands that analyst say that will be the driving force. The deciding factor in the success of countries and regions will be the competition for creative and innovative minds.

In this respect, adequate attention must be focused on the multifaceted potential of young people, and conditions must be provided that allows this potential to be fully developed.

Shift has been reflected in the education system to merely with tight structure “Creative training” sessions.

Cultural competence develops and expands during the course of long-term learning processes. If these are allowed to proceed at individual speeds. It evolves to best advantage in a lifelong and life accompanying education process..It is in this respect that obstacles and questions arises:- in a globalize society characterized by competition and pressure to perform where do we find space for imagination, individuality and creativity, unoccupied zones for open, curious encounters, for constructively dealing with contradictions for solidarity?.

If we think about cultural competence and try to determine what it really is we also have to reflect on what precisely is meant by culture. There are similar to one another and others contradictory, and they can all influence the approach taken with respect to necessary cultural policy measures.

Raymond Williams defines culture “as a whole way of life”.

INTERCULTURAL EDUCATION AS PART OF CULTURAL EDUCATION

The ability to enter into intercultural dialogue and trans-cultural understanding will decide our future, when we speak of culture and education today, we have to take into global migrations worldwide communication networks international business groups and the problem of poverty which concerns all societies, Cultural teaching and learning.

Cultural education thus implies opening up our society by means of art and culture. Open forms of learning and shared creative processes create space for encounters and for dealing constructively with differences. This space has physical, intellectual, emotional and social dimensions.

Cultural education cannot simply be prescribed. It requires a new culture of teaching and learning which

·        Is open and co-operative both internally and externally

·        Focuses on the needs of the pupils.

·        Is open to innovative, interdisciplinary work and is project oriented

DR Claudia Austrian Minister of education describes cultural education as a central motive of the current development of the school system.

It is a common concern and a dynamic process involving parents, pupils, teachers, school administrations, artists, cultural and art educators and the societal environment, as well as the political and administrative, sectors.

Quality in cultural education is achieved by means of exchanges and partnerships, a major factor in achieving such quality is thus the ability to cooperate. It is necessary  to imitate and extend networks and partnerships  between  culture and working life that also include civil society and other stakeholders. Such partnerships require supervision and the proper conditions for a supporting framework. And they succeed best in cases where such activities become a part of the overall strategic orientation of an institution.

Essential preconditions for good cooperation are

Ø Shared spaces for these types of learning

Ø Common vision

Ø Clear strategies

Ø Mutual trust and shared responsibility

Ø Good cooperation

Ø Excellent communication between partners

Ø The boundaries between schools and communities must be permeable

Ø Excessive formalization in planning and implementation of activities must be avoided.

Ø A more open discourse on quality must be achieved, and

Ø Commitment needs to be appropriate valued.

Culture education is an extension of learning processes that take the inner differentiations and complexities of culture into account.

It let us experience the learning process with the senses and allows us to internally comprehend how people under different conditions, have understood the world, interpret it, acted in it and change it in different ways and how they continue to do so. Our openness to learning processes of this kind is continually being challenged. It is when resources become scanty and insecurity grows, when a lack of opportunities allows no vision of future that borders are closed up tight and there is a tendency to what is one’s own and what is alien.

Idealizations and demonization are frequent side effects of this process. Deviations from what is familiar engender rejection and aggression. Discussions about identity and culture then often serve the purpose of justifying separation and exclusion.

Culture education programmes cannot work miracles, but they can introduce perspectives, make restrictive views and actions perceptible, and challenge people to make a move-however small. In this sense they open up spaces for negotiation. Promote active debate and thus help to develop a conflict management culture.

CONCLUSION

Every society is permeated with cultural differences. They arise between generations as well as between different communities and sexes, between social groupings and between varieties.