THE IMPLICATIONS OF INTERCULTURAL EDUCATION FOR HIGHER EDUCATION

Studies on intercultural education undertaken by the Council of Europe have highlighted a gap at the level of higher education between transmitted knowledge and the indispensable information needed by individuals living in the pluricultural contexts of contemporary European societies. A task of higher education is to inculcate in teachers an intercultural perspective both for work in schools and for activities in community contexts and perspectives. The intercultural dimension should not simply address itself to a special category of culturally different students, but rather, should address all students so as to sensitize them to the cultural pluralism which surrounds them and to educate them to successfully master it. Certain disciplines have a privileged status with regard to the transmission of useful information for the education of all citizens living in pluricultural societies: history, geography, anthropology, philosophy, psychology, economics, sociology, and law. Several examples of intercultural education programmes offered by higher education institutions are presented in this study (in Portugal, Canada, and France) as well as reference to activities sponsored by the Higher Education and Research Division of the Council of Europe.     

EDUCATION FOR SOCIAL SERVICE

Employing humanities religious studies resources, a special curriculum was designed to complement established social science offerings in advocating better understanding and acceptance of persons suffering from long‐term mental disorders. A private denominational university formed the background, and the professor's family consumer viewpoint further shaped the syllabus.

The educational vision sought first to expose misinformation and describe recent brain research indicating a biological cause for serious mental illness; next, cultural stigma was studied in reference to selected literary and sacred texts.

Titles of other appropriate readings—as well as audio‐visual resources—are provided. Positive and negative student response to the course as a whole suggest the value of an envisioned advocacy, as did post‐classroom learner activities in both the 1991 class and its 1992 repeat.

The instructor lists recommendations for those who may wish to venture similar efforts in the subject.     

改革体育教学 促进素质教育发展

体育课程教学对促进素质教育发展，具有其它课程教学所无法比拟的得天独厚的优越条件．但在现实的学校体育教学中并没有真正把这种功能和效果发挥出来．为推动"应试教育"向"素质教育"的转轨，加快素质教育发展．必须对现行体育教学进行改革．