dialogue cultural program
Answers
Answered by
0
in the Constitution of UNESCO, has defined the contents and thrust of its future activities. In the preamble to the Charter adopted in 1945 it is said: "Peace must be based, if we do not want to fail, on the intellectual and moral solidarity of mankind". This solidarity does not come by itself. It requires preparation; it can be achieved only through a concerted and tireless work. Conscious of this, UNESCO started to develop the program named "Culture of peace". At the Congress "Peace in the minds of men" in Yamoussoukro (1989) the program began to acquire the status of the core ideology of UNESCO. Officially, since 1992 the concept “Culture of peace” has become the program of action of UNESCO.
In 1999 that concept was endorsed by the UN General Assembly in a special resolution, which included the Declaration and the program of action on a culture of peace. On the initiative of the group of the Nobel Peace Prize winners the UN General Assembly declared the year 2000 as the "Year of the culture of peace", and the period 2001-2010 as the "International Decade for a culture of peace and non-violence for the children of the world." The main task, which was delivered, is "learning to live together."
It is known that the primary role in bringing up people in all times and everywhere has been always played by education. Since the dawn of its history mankind sought, at first, to respect morality and culture of an individual and a tribe, and then - of a wider community: of a state, an empire, a civilization. The primary role in transferring from generation to generation and in maintaining historically enduring cultural values; in preparing an individual for the successful functioning in the society and culture has been played by education. This universal mission of education did not rule out fundamental differences in educational strategies and methods resulting from temporary and cultural characteristics.
The era of globalization calls for adjustment in the field of education that meets the demands of the times. Education can no longer be limited exclusively to national culture. The very survival of humanity depends on the ability for a dialogue of cultures and civilizations; hence education which takes into account the cultural diversity has become a moral imperative.
Although today everywhere and at all levels it is common to talk about a dialogue of civilizations and cultures, in reality to carry on such a dialogue are ready neither political elites nor the public as a whole. This judgment is equally true for Russia.
The wish of Russia (fully justified, considering the size of the country, its economic and military capabilities, and the richness of the cultural heritage) to play a leading role on the international arena requires the ability of its citizens to hold on a dialogue with the others. In the acquisition of good neighborly relations, partners, allies, one can not trust only on military might and economic competitiveness. The position of the other side should be understood, and a skill to bring to it your own views is needed. In this case, a lot depends on mentality, on cultural traditions and mores.
Of no less importance is the dialogue among cultures for solving Russian internal problems. The Russians need to gain collective identity instead of the lost Community-"Soviet people". It is not easy, taken into consideration the desire for identity, autonomy, and even the full sovereignty of national and ethnic groups living in the Russian Federation.
Of course, other States face problems partly of the same kind. So, for example, in France, Germany, UK, Denmark the problem of immigrants, mainly from the countries of the Muslim world, has come forward acutely. "New" citizens, in accordance with the principles of a democratic state, demand equal rights with indigenous nations. At the same time, they are not ready or willing to change their lifestyles, traditions, religious beliefs. The Europeans wish to maintain its national unity, but find it difficult to recognize the brethren on the nation of people recently settled on their land who work here for the good of the whole nation. The immigrants want to be thought of as the Europeans, but they are not willing to give up the identity inherited from birth. Consequently, explosive hostility, distrust and hatred are increasing.
In 1999 that concept was endorsed by the UN General Assembly in a special resolution, which included the Declaration and the program of action on a culture of peace. On the initiative of the group of the Nobel Peace Prize winners the UN General Assembly declared the year 2000 as the "Year of the culture of peace", and the period 2001-2010 as the "International Decade for a culture of peace and non-violence for the children of the world." The main task, which was delivered, is "learning to live together."
It is known that the primary role in bringing up people in all times and everywhere has been always played by education. Since the dawn of its history mankind sought, at first, to respect morality and culture of an individual and a tribe, and then - of a wider community: of a state, an empire, a civilization. The primary role in transferring from generation to generation and in maintaining historically enduring cultural values; in preparing an individual for the successful functioning in the society and culture has been played by education. This universal mission of education did not rule out fundamental differences in educational strategies and methods resulting from temporary and cultural characteristics.
The era of globalization calls for adjustment in the field of education that meets the demands of the times. Education can no longer be limited exclusively to national culture. The very survival of humanity depends on the ability for a dialogue of cultures and civilizations; hence education which takes into account the cultural diversity has become a moral imperative.
Although today everywhere and at all levels it is common to talk about a dialogue of civilizations and cultures, in reality to carry on such a dialogue are ready neither political elites nor the public as a whole. This judgment is equally true for Russia.
The wish of Russia (fully justified, considering the size of the country, its economic and military capabilities, and the richness of the cultural heritage) to play a leading role on the international arena requires the ability of its citizens to hold on a dialogue with the others. In the acquisition of good neighborly relations, partners, allies, one can not trust only on military might and economic competitiveness. The position of the other side should be understood, and a skill to bring to it your own views is needed. In this case, a lot depends on mentality, on cultural traditions and mores.
Of no less importance is the dialogue among cultures for solving Russian internal problems. The Russians need to gain collective identity instead of the lost Community-"Soviet people". It is not easy, taken into consideration the desire for identity, autonomy, and even the full sovereignty of national and ethnic groups living in the Russian Federation.
Of course, other States face problems partly of the same kind. So, for example, in France, Germany, UK, Denmark the problem of immigrants, mainly from the countries of the Muslim world, has come forward acutely. "New" citizens, in accordance with the principles of a democratic state, demand equal rights with indigenous nations. At the same time, they are not ready or willing to change their lifestyles, traditions, religious beliefs. The Europeans wish to maintain its national unity, but find it difficult to recognize the brethren on the nation of people recently settled on their land who work here for the good of the whole nation. The immigrants want to be thought of as the Europeans, but they are not willing to give up the identity inherited from birth. Consequently, explosive hostility, distrust and hatred are increasing.
Similar questions