Abstract:

The topic of culture diffusion has been addressed and variously handled on numerous instances over the last century, ranging from assimilation, “melting pot” and cultural pluralism approaches to discovering a concept of cultural citizenship, where cultural pluralism is not perceived as violation of diversities, but in fact as their civil and public emphasis thereby promoting them in transnationalism studies. The reminiscences of migrants, their movement between their native and host country, the social, financial and electronic networks built by the migrants, the issue of ethnic identity and creating cultural territories in the host countries, constitute topics which should be not only professionally studied and described, but also gradually included in the educational processes.

One essential term, which is utilised very often in the above stated context, is the so called cultural and linguistic diversity (CLD) resulting from the already stated diversities of cultural and linguistic backgrounds of an individual, his/her family, the care providers, and from the perspective of the mother tongue, being distinct from the literacy standard of the given country. Accentuation on respecting cultural diversity and cultural and linguistic backgrounds in the process of education results from enforcing the multiculturality and multicultural education principles. Perception and respect for multiculturality is naturally very closely related to the issue of bilingualism or multilingualism, and also to e.g. sociolinguistics or ethnography. From a practical perspective of education, it is just this very issue that is based not only on taking into account the dialect and the impact of pupils’ and students’ first language on their academic performance, but on a much broader platform, it includes issues of equality for individual ethnic groups, cultures, social groups and genders. Such a broad platform should not be mistaken for simple assimilation into the majority society.

This begs the question how to describe and explore these areas in relation to education but also technologies in relation to future of man. Possible answers could be eg. the media that connect humans with technology. The media often just connect at the interface of technology, art, philosophy and other sciences, and have the character of permanent scientific experiment and artwork and the theory of communication. Philosophy and art come together in their ability to change media technologies, natural world, social reality.

The contribution deals with regard to the above areas identifying the areas influenced by the interweaving of cultures at educating the younger generation on the basis of qualitative empirical investigation. This paper focuses on finding answers to questions which tools can achieve a high level of acceptance and effectiveness of education in these areas.

Keywords:

Educational processes, information society, cultural patterns, education.