Journal articles: 'Multicultural philosophy'

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Auxter, Thomas. "Toward Multicultural Philosophy." Teaching Philosophy 14, no. 2 (1991): 187–97. http://dx.doi.org/10.5840/teachphil199114226.

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Baggini, Julian. "Taking Back Philosophy: A Multicultural Manifesto." Philosophers' Magazine, no. 81 (2018): 112–14. http://dx.doi.org/10.5840/tpm20188161.

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Richter, Duncan. "Taking Back Philosophy: A Multicultural Manifesto." European Legacy 25, no. 2 (April 16, 2019): 227–29. http://dx.doi.org/10.1080/10848770.2019.1598146.

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Zulfikar, Zulfikar, Alfaiz Alfaiz, Ahmad Zaini, Septya Suarja, Nofrita Nofrita, and Rici Kardo. "Counseling as a science or educational practice in multicultural philosophy dimension (A synthesize and counselor perception about counseling profession)." International Journal of Research in Counseling and Education 3, no. 1 (November 19, 2018): 1. http://dx.doi.org/10.24036/0049za0002.

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Counseling has been such a trend in 21 century, as a science that studied a human in psychology perspective. However, it appear with progressive touch, has affect in human mindset in every life that undertake. In 21 century development, many opinion and argumentation about counseling has an uniqueness in philosophy multicultural perspective that counseling has linkage with cultural and philosophy values in human it self, that make a new paradigm has been raise to the surface, such indigineous counseling and multicultural counseling perspective. Regardless with that paradigm, we can’t deny that basically all of science was from a human philosophy about their life with purpose to make understand and handle their life with solving a problems. But is there all of cultural and philosophy can be a such formulation to solve the problem? If cultural and philosophy values transform to such formulation as a science, is there a procedure and criteria to admitt that? Also if counseling only such philosophy or science, practical intervention, how to implemented in real life that has a multicultural and multivalues in philosophy of life? In this article, will describe such a synthesize about counseling as a science or practical science in education in multicultural philosophy paradigm and perception counselor about counseling profession.

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Ridley, Charles R., Danielle W. Mendoza, and Bettina E. Kanitz. "Multicultural Training." Counseling Psychologist 22, no. 2 (April 1994): 227–89. http://dx.doi.org/10.1177/0011000094222001.

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The Multicultural Program Development Pyramid is a five-tiered framework outlining stages of multicultural counseling training (MCT) program development. The pyramid is intended to serve as a guide to help program developers formulate their own unique MCT programs. The pyramid lays out a path of critical choice points in MCT development, beginning with the generation of an explicit philosophy of training and proceeding through the stages of identifying training objectives, selecting instructional strategies, choosing from among several proposed program designs, and evaluating the program. Use of the pyramid encourages the critical examination of a full range of choices at each stage. Implications of the pyramid for current MCT, the scientist-practitioner model, and the future of MCT research and development are discussed.

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Ridley, Charles R., Lisa C. Li, and Carrie L. Hill. "Multicultural Assessment:." Counseling Psychologist 26, no. 6 (November 1998): 827–910. http://dx.doi.org/10.1177/0011000098266001.

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Current suggestions for assessing clients across cultures fail to adequately aid the average practitioner This failure arises from unresolved issues and problems, interfering with the ability of most counselors and therapists to render sound clinical judgments. In response to these issues and problems, a procedure is described that sensitizes counselors to cultural data in assessment and case conceptualization. Grounded in a guiding philosophy of assessment, the Multicultural Assessment Procedure (MAP) was developed in consideration of a number of relevant critical issues. The procedure entails identifying cultural data through multiple methods of data collection, interpreting cultural data to formulate a working hypothesis, incorporating cultural data with other relevant clinical information to test the working hypothesis, and arriving at a sound (i.e., comprehensive and accurate) assessment decision. A case illustration demonstrates how to use the proposed procedure.

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Bahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective." Istawa : Jurnal Pendidikan Islam 5, no. 2 (October 26, 2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.

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Multicultural education, a very strategic approach, is developed in the life of Indonesian society which has a variety of patterns in religion, ethnicity, ethnicity, and customs, all of which aim to live together in equality, strengthen and unite in the unity of the Unitary State of the Republic of Indonesia. In the concept of Islam, it also teaches multicultural education, so on this basis, the researcher wants to examine in depth how the idea of multicultural education is in the view of the philosophy of Islamic knowledge. This research uses a type of literature study research, the data which is the centre of this study is collected through variable data that is based on the writings, thoughts and opinions of figures and experts who talk about multiculturalism and the philosophy of Islamic education. This research results in a multicultural view that refers to the level of Islamic education that respects, appreciates and embraces all forms of diversity, tolerance, deliberation, cooperation and sharing so that it can be expected that people grow inequality seeing all forms of diversity to avoid fellow conflict.Pendidikan multikultural sebuah pendekatan yang sangat strategis dikembangkan dalam kehidupan bermasyarakat Indonesia yang bercorak beragam dalam agama, etnis, suku, adat istiadat yang tujuan semuanya itu untuk hidup bersama-sama dalam kesetaraan, memperkokoh serta mempersatukan dalam kesatuan Negera Kesatuan Republik Indonesia. Dalam konsep Islam pun mengajarkan tentang pendidikan multikultural, maka atas dasar ini peneliti ingin mengkaji secara mendalam bagaimana konsep pendidikan multikultural dalam pandangan filsafat pendidikan Islam. Penelitian ini menggunakan jenis penelitian studi pustaka, data yang menjadi pusat studi ini dikumpulkan melalui data variabel yang bertumpu pada tulisan, pemikiran, dan pendapat para tokoh dan pakar yang berbicara tentang multikultural dan filsafat Pendidikan Islam. Penelitian ini menghasilkan dalam pandangan multikultural yang mengacu pada tataran pendidikan Islam yang saling menghormati, menghargai dan merangkul semua bentuk keanekaragaman, bertoleransi, bermusyawarah, gotong royong dan saling berbagi, sehingga dengan demikian dapat diharapkan bagi masyarakat tumbuh dalam kesetaraan melihat segala bentuk keberagaman agar terhindar dari konflik sesama.

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Tanjung, Romi Fajar, Neviyarni Neviyarni, and Firman Firman. "Increasing skills reading students through guidance and counseling classical using Contextual Teaching and Learning (CTL) approach." International Journal of Research in Counseling and Education 3, no. 1 (November 20, 2018): 8. http://dx.doi.org/10.24036/0037za0002.

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Counseling has been such a trend in 21 century, as a science that studied a human in psychology perspective. However, it appear with progressive touch, has affect in human mindset in every life that undertake. In 21 century development, many opinion and argumentation about counseling has an uniqueness in philosophy multicultural perspective that counseling has linkage with cultural and philosophy values in human it self, that make a new paradigm has been raise to the surface, such indigineous counseling and multicultural counseling perspective. Regardless with that paradigm, we can’t deny that basically all of science was from a human philosophy about their life with purpose to make understand and handle their life with solving a problems. But it is not all of cultural and philosophy values can be a such formulation to solve a problems, and if it can be transform to such formulation as a science, there are a procedure and criteria to be needed. Also if a counseling as a philosophy or science and also practical intervention, how to implemented in real life with a multicultural and multivalues in philosophy of life. In this article, will describe more further such a synthesize that counseling can be a science or practical science in educational multicultural philosophy paradigm and a result found that 27 (45%) counselor perception about counseling profession that as educational practice.

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Sudworth, Richard. "Leading a Multicultural Church." Practical Theology 10, no. 2 (April 3, 2017): 211–13. http://dx.doi.org/10.1080/1756073x.2017.1308668.

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Jaggar, Alison M. "Multicultural Democracy." Journal of Political Philosophy 6, no. 2 (September 1999): 308–29. http://dx.doi.org/10.1111/1467-9760.00079.

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정지아. "Exploring the Philosophy of Multicultural Education of Korea." Korean Journal of Philosophy of Education 37, no. 3 (September 2015): 177–202. http://dx.doi.org/10.15754/jkpe.2015.37.3.008.

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Rogacz, Dawid. "Racist curricula and the challenge of multicultural philosophy." Interventions 21, no. 2 (November 15, 2018): 291–99. http://dx.doi.org/10.1080/1369801x.2018.1547212.

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Blum, Lawrence. "Philosophy and the Values of a Multicultural Community." Teaching Philosophy 14, no. 2 (1991): 127–34. http://dx.doi.org/10.5840/teachphil199114223.

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Anas, Mohammad. "Menyemai Nalar Kebhinnekaan dalam Mewujudkan Pendidikan Multikultural." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 4, no. 1 (June 30, 2019): 128. http://dx.doi.org/10.17977/um019v4i1p128-139.

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This paper discusses the multiculturalism idea in the philosophy of Bhinneka Tunggal Ika and nationalism, and multicultural education in the Indonesian context. The article used a qualitative approach to Library Research. Library research carried out is to collect multiculturalism opinions of experts, both the great figures of the history of the Indonesian nation and academics who are concerned about the value of multiculturalism. The results obtained are (1) the concept of Indonesian unity in the philosophy of Bhinneka Tunggal Ika and nationalism is called integrative-pluralist, which is constitutionally realized in the articles of the 1945 Constitution, (2) multicultural education in the Indonesian context must not be ahistorical and able to produce graduates who have the skills to live in a multicultural society so that national integration is maintained.

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Shehan, Patricia K. "Towards Tolerance and Taste: Preferences for World Musics." British Journal of Music Education 3, no. 2 (July 1986): 153–63. http://dx.doi.org/10.1017/s0265051700005295.

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A multicultural imperative has emerged in American educational philosophy and practices of the last decade. Never before has there been such an emphasis on multicultural understanding in the school curriculum. The changing philosophy of education as expressed in the literature suggests that the melting-pot theory is outdated; instead, the various ethnic groups present a rich tapestry of American national culture while maintaining their distinct identity. In this article Dr Shehan examines the relationship between these developing educational attitudes and the music teacher's task in helping to expand students' musical understanding and taste.

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Lockhart, Charles, and Aaron Wildavsky. "The ‘Multicultural’ Mill." Utilitas 5, no. 2 (November 1993): 255–73. http://dx.doi.org/10.1017/s0953820800005793.

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An argument has been made for identifying Mill as an individualistic thinker. Certainly,A System of Logic(1843) develops views, such as methodological individualism and a conception of the ‘art of life’, which portray persons as having unique essences that, when supported by autonomous choices with respect to life experiments, reveal their individuality. These views are at least loosely applied in later works.Principles of Political Economy(1848) treats economic aspects of social life frequently in terms consistent with those of classical economists for whom the self-interested actions of individuals achieve economic growth.On Liberty(1859), the flagship volume in this view, and, less centrally,The Subjection of Women(1869) provide impressive testimony for an individualistic way of life in terms of its contributions to social progress.Considerations on Representative Government(1861) examines means for institutionalizing an individualistic way of life. AndUtilitarianism(1863) provides a basis for justifying an individualistic view of this social programme: more satisfaction of individual desires. But such an account, Mill's own assessment notwithstanding, would be unsatisfactory.

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Hennie Lötter, H. P. P. "Personal identity in multicultural constitutional democracies." South African Journal of Philosophy 17, no. 3 (August 1998): 179–97. http://dx.doi.org/10.1080/02580136.1998.10878160.

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Latif, Muhaemin. "ISLAM AND MULTICULTURAL THEOLOGY." Jurnal Diskursus Islam 9, no. 2 (August 28, 2021): 226. http://dx.doi.org/10.24252/jdi.v9i2.22012.

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This article discusses the relationship between Islam and multicultural theology. It employs qualitative research methodology with focusing on library research in getting documents relating to the issue. Islam and multicultural theology are two important disciplines that need to be reconsidered to capture the dimensions of similarities for both of them. Although multicultural theology is originally coined in the history of western countries like America and European countries and it is more likely concerned with Christian theology, it does not mean that Islam and multicultural theology have no relevant connection. The author comes to conclude that these issues are strongly related in the theoretical framework as well as in practical. Issues such as respect, recognition, and tolerance are crucially important for both of them. Islam itself makes those aspects the fundamental philosophy in social interaction, particularly, love and humanism are the key elements of Islam. The last mentioned are not seriously taken into account in multicultural theology which is a more formal or legal relationship.

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Adya Winata, Koko. "Implementasi Pendidikan Multikultural di Era Revolusi 4.0." Southeast Asian Journal of Islamic Education Management 1, no. 2 (September 4, 2020): 118–29. http://dx.doi.org/10.21154/sajiem.v1i2.9.

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This paper examines and describes the implementation of multicultural education components in the 4.0 revolution era. Multicultural Education provides an understanding of various types of educational activities as an integral part of universal culture. Multicultural education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect, tolerance, acceptance and understanding. Tolerance in diversity and moral commitment to social justice. Multicultural Education is perceived as an endeavor to achieve the shared life of diverse and heterogeneous human beings in an era of globalization which is full of new challenges. Through multicultural education, students are taught that diversity is a necessity that must be maintained and maintained. The components of multicultural education are directly related to learning objectives, materials, methods, media and evaluations that explain to students about the phenomenon of diversity. The component must be prepared in the implementation of multicultural education that will provide understanding to students such as gender, religion, social, ethnic and urban society. By using qualitative research methods researchers can explain and analyze how the implementation of multicultural education components in the 4.0 revolution era. Keywords: Multicultural Components Educational Implementation, Revolutionary Era 4.0

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Sari, Intan Kumala, and Nurkholijah Siregar. "Pendidikan Multikultural dalam Perspektif Filsafat Pendidikan Islam." Hikmah 18, no. 2 (November 2, 2021): 108–18. http://dx.doi.org/10.53802/hikmah.v18i2.107.

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This study aims to analyze multicultural education in the perspective of Islamic education philosophy. The research method used is qualitative using a library research approach. The main data source in this study is Islamic educational literature based on philosophy and the secondary source is research articles that are relevant to this research. Data analysis uses content analysis techniques. The results of the study show that the essence of multiculturalism is culture and the recognition of cultural diversity and the response to accepting the diversity of cultural realities. Islam is a religion that is not based on culture, but has a concept of how its people are cultured and have good morals. Islamic culture is a procedure that refers to Islamic principles. Islamic culture itself is purely based on the Qur'an and Hadith, while non-Islamic culture is only based on human creations and that culture will never be the same. In the perspective of the philosophy of Islamic education, multicultural education trains and builds the character of students to be able to be democratic, humanist, and pluralist in their environment. In other words, multicultural education is a resistance to fanaticism that leads to this type of violence.

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Matuszak, Alla F., Olga Yu Pavlova, Alexandra V. Zyryanova, Elizaveta V. Kalugina, Vera G. Ulyanova, and Yulia A. Akhkamova. "Training future teachers to work in a multicultural environment." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 132–46. http://dx.doi.org/10.32744/pse.2021.4.9.

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The multicultural nature of the environment in which the modern educational process is carried out imposes on the teacher the obligation to be able to work with children of different ethnic groups, different beliefs, from different cultures. Since, in practice, most novice teachers are not ready for effective activity in a multicultural environment, the purpose of the research was to study training pedagogical students to work in a multicultural environment. In the research the following methods were used: analysis of pedagogical literature on the issue; pedagogical experiment (the one group pretest-post-test design); diagnostic techniques, including interviewing pedagogical undergraduate students, ranking of activities to train to work in a multicultural environment. The experiment involved junior students (I-II year) and senior students (IV-V year) of the South Ural State Humanitarian Pedagogical University, studying in the direction of “Pedagogical education (with two training profiles)”, where the second profile is English (84 respondents). After the pedagogical experiment, self-assessment of students' readiness to work in a multicultural environment improved: at the final stage of the experiment, on the basis of the sign test (G-criterion) at a significance level of 0.01, statistically significant differences were revealed between the pre-experimental and post-experimental values of self-esteem. The obtained empirical value of the criterion, equal to 7 (Gemp = 7), is less than the critical one (Gctit = 19), which indicates the transition of the group to a higher level of readiness to work in a multicultural environment. The preferences of the types of activity during the experiment changed: before the experiment, students chose the activity-based component of training, after the experiment they preferred information-based component. The results indicate that in order to train pedagogical students to work in a multicultural environment, a complex of activities, including both information-based and activity-based components of education, is to be applied. It was concluded that special attention should be paid to the study of the cultures of countries from which a vast number of migrants came to Russia, as well as to elements of conflictological education. The applied part of teacher training should include school-based experience in teaching classes with multicultural students.

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Asmuki, Achmad Yusuf, and Abdul Aziz. "Multicultural-Based Curriculum Conception." AL MURABBI 6, no. 1 (December 31, 2020): 87–102. http://dx.doi.org/10.35891/amb.v6i1.2436.

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This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum. (2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.

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Bhatia, Sidharth. "Multicultural Mosaic." Index on Censorship 32, no. 2 (April 2003): 192–95. http://dx.doi.org/10.1080/03064220308537234.

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WRINGE, COLIN. "Educational Rights in Multicultural Democracies." Journal of Philosophy of Education 29, no. 2 (July 1995): 285–92. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00360.x.

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LEVINSON, MEIRA. "Common Schools and Multicultural Education." Journal of Philosophy of Education 41, no. 4 (November 2007): 625–42. http://dx.doi.org/10.1111/j.1467-9752.2007.00587.x.

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Friedman, Marilyn. "Multicultural Education and Feminist Ethics." Hypatia 10, no. 2 (1995): 56–68. http://dx.doi.org/10.1111/j.1527-2001.1995.tb01369.x.

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Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.

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Levey, G. B. "Multicultural Jurisdictions: Cultural Differences and Women's Rights." Australasian Journal of Philosophy 81, no. 1 (March 2003): 144–46. http://dx.doi.org/10.1080/713659576.

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NAYLOR, FRED. "Freedom and Respect in a Multicultural Society." Journal of Applied Philosophy 8, no. 2 (October 1991): 225–30. http://dx.doi.org/10.1111/j.1468-5930.1991.tb00285.x.

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Griffioen, S. "Is A Pluralist Ethos Possible?" Philosophia Reformata 59, no. 1 (December 17, 1994): 11–25. http://dx.doi.org/10.1163/22116117-90000071.

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The backdrop against which this paper situates its main theme is the multicultural society. Multiculturalness has become a fact of life, one with which one will have to reckon. The possibility of a multicultural society is ‘proven’ at every corner of our streets where mosques are opened, hindu temples built, also whenever in our class rooms we meet with non-white, non-Christian students — which in my own situation happens more and more. However, there is more to it than mere facts. These days one often hears appeals for a new attitude, a new ethos. The new ethos, it is often said, needs to be geared to and affirm the facts of the multicultural society. For convenience’s sake I shall call this ethos: a pluralist ethos. The problem that this contribution wants to pose is whether such a pluralist ethos is possible.

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Ramaekers, Stefan. "Multicultural education: embeddedness, voice and change." Ethics and Education 5, no. 1 (March 2010): 55–66. http://dx.doi.org/10.1080/17449641003665951.

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Su Myung Woo. "Explorative Study on Multicultural Perspectives in the Philosophy of Zhuāngzǐ." Korean Journal of Social Welfare Studies 41, no. 2 (June 2010): 101–25. http://dx.doi.org/10.16999/kasws.2010.41.2.101.

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이정순 and Grace Chang-keum Lee. "Whitehead’s Process Philosophy and Its Implication for Multicultural Nursing Education." Studies in Philosophy East-West ll, no. 82 (December 2016): 411–36. http://dx.doi.org/10.15841/kspew..82.201612.411.

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Macaluso, Michele. "Book Review: Contemporary Philosophy of Social Science: A Multicultural Approach." Philosophy of the Social Sciences 29, no. 2 (June 1999): 325–28. http://dx.doi.org/10.1177/004839319902900210.

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Favell, A. "Applied Political Philosophy at the Rubicon: Will Kymlica's Multicultural Citizenship." Ethical Theory and Moral Practice 1, no. 2 (June 1998): 255–78. http://dx.doi.org/10.1023/a:1009903211511.

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Rizvi, Sajjad. "Medieval Philosophy: A Multicultural Reader ed. by Bruce C. Foltz." Maghreb Review 44, no. 4 (2019): 563–66. http://dx.doi.org/10.1353/tmr.2019.0005.

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Trofimova, Natalia B., Galina S. Stepanova, Annelia M. Zhukova, and Elena S. Goncharenko. "The influence of the multicultural educational environment on the formation of students’ moral position." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 365–77. http://dx.doi.org/10.32744/pse.2021.2.25.

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Introduction. The modern educational environment in universities (including pedagogical ones) is both mono- and multicultural in nature, which involves students’ understanding of the unity and diversity of cultures. One of the conditions for the formation of individual moral position as an indicator of the spiritual-moral development of students – future teachers is the multicultural environment of a university. The purpose of the article is to study the influence of the multicultural environment on the formation of students’ moral position in the context of intercultural interaction. Materials and methods. The study involved two groups of students of the Voronezh State Pedagogical University (N = 95) in mono- and multicultural environments. A set of methods was used: “Diagnostics of Benevolence” questionnaire (according to the Campbell scale); value questionnaire by Schwartz; “Diagnostics of Individual Socio-Psychological Attitudes in the Motivational Sphere” by Potemkina; “Scale of Emotional Response” by Mehrabian and Epstein; “Questionnaire DUMEOLP – Diagnostics of the Level of Moral and Ethical Responsibility of the Personality” by Tymoshchuk. A statistical method – a nonparametric Mann-Whitney U test – was also used. Results. It was shown that students studying in a multicultural environment have more developed indicators of moral position, such as emotional response (U = 74.88, p ≤ 0.01), the level of benevolence (U = 5.82, p ≤ 0.05), the value of universalism (U = 4.46, p ≤ 0.01), as well as a less pronounced focus on selfishness (U = 3.24, p ≤ 0.01). The organization of communication and the peculiarities of presenting educational information determine the level of intercultural dialogue and the formation of more pronounced indicators of moral position. Conclusion. In accordance with the results obtained, it is proposed to create a program of psychological-pedagogical support for the formation of students’ moral position in the multicultural environment of a university.

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Cherepanova, Svitlana Oleksandrivna. "Art within Philosophy of Education. P.1." Filosofiya osvity. Philosophy of Education 20, no. 1 (May 21, 2018): 280–95. http://dx.doi.org/10.31874/2309-1606-2017-20-1-280-295.

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Man, culture and art are a unique integrity. Philosophy generalizes the world-view bases of a definite historical form of culture and determines to a great extent the character of the process of cognition, including the artistic one (the harmonization of sensual and rational spheres of consciousness, the optimization of various types of information - verbal, sensory, structural ones, the development of productive thinking, etc.). Culture is equal to creative activity. So, creativity is a cultural activity with characteristic innovative approaches to solving social, professional and personal problems. The article defines art as a special form of culture and the concept of philosophy of education. Ideological and philosophical, multicultural, and trans-disciplinary approaches to the analysis of art and the dynamics of culture creation become methodologically important. Philosophy, science and art are complementary. The philosophical, scientific, artistic knowledge, the spiritual and practical development of the world reveal new cultural senses of the sign-symbol. Philosophy of education, focused on the value of a human being and creativity, involves the development of culture and art, contributing to personal creative development. Unfortunately, modern youth have a very limited knowledge of classical, especially sacred art. It is personality orientation that reveals the dialogue of art, artistic traditions, the functioning of philosophy of education as an open system capable of multicultural communication.

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Ripstein, Arthur. "What Can Philosophy Teach Us About Multiculturalism?" Dialogue 36, no. 3 (1997): 607–14. http://dx.doi.org/10.1017/s0012217300017108.

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Multiculturalism is an increasingly important topic for philosophers, largely because of the practical problems posed by diversity. Traditional political philosophy had little to say about cultural difference, taking the existence of a shared language and culture pretty much for granted. The multicultural societies of the contemporary world make such assumptions untenable. Traditional questions of fairness and sovereignty find hard cases in such policy issues as immigration, education, criminal law, and freedom of expression.

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Stone, Albert E., and James Robert Payne. "Multicultural Autobiography: American Lives." Journal of American History 80, no. 3 (December 1993): 1105. http://dx.doi.org/10.2307/2080494.

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Ortiz de Montellano, Bernard R. "Multicultural science: Who benefits?" Science Education 85, no. 1 (2000): 77–79. http://dx.doi.org/10.1002/1098-237x(200101)85:1<77::aid-sce9>3.0.co;2-i.

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Nickel, James, and Will Kymlicka. "Multicultural Citizenship: A Liberal Theory of Minority Rights." Journal of Philosophy 93, no. 9 (September 1996): 480. http://dx.doi.org/10.2307/2940894.

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ADHIKARI, NIRMAL M., and ADITYA K. SHUKLA. "Discoursing communication from the perspective of mainstream hindu philosophy." Dev Sanskriti Interdisciplinary International Journal 2 (July 31, 2013): 51–56. http://dx.doi.org/10.36018/dsiij.v2i0.23.

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This article presents an appraisal of the discourses on communication from the perspective of mainstream Hindu philosophy. Communication theory has been witnessing a paradigm shift thereby promoting theorization of communication from multicultural and multidisciplinary perspectives. Such endeavors have forwarded the discourse of communication from Asian and Hindu perspective too. However, most of the mainstream Hindu philosophies are still unexplored by the communication scholars.

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Reis, Raul. "Teaching Media Ethics in a Multicultural Setting." Journal of Mass Media Ethics 15, no. 3 (September 2000): 194–205. http://dx.doi.org/10.1207/s15327728jmme1503-5.

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Chakrabarty, Dipesh. "A GLOBAL AND MULTICULTURAL "DISCIPLINE" OF HISTORY?" History and Theory 45, no. 1 (February 2006): 101–9. http://dx.doi.org/10.1111/j.1468-2303.2006.00350.x.

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Sunani, Sunani. "IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 1 (June 28, 2017): 53. http://dx.doi.org/10.17509/jpis.v26i1.2224.

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The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.

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Funta, Ratislav, and Peter Plavčan. "Cultural identity and legal philosophy of multiculturalism." Intercultural Communication 7, no. 1 (December 22, 2022): 7–16. http://dx.doi.org/10.13166/ic/172022.4976.

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This scientific article objective is to investigate the cultural identity and legal philosophy of multiculturalism. The subject area extends into different disciplines such as politics, philosophy, law and international relations. The question of who has the right to determine who belongs to a particular ethnic community and who does not is a pervasive one. In the following we focus on the social and political dimensions of multicultural life. The analysis requires an examination of the appropriate legal framework. From the scientific methods we have used the analytical and descriptive method to analyse the current situation.

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Cheshire, Jenny. "Taking the longer view: Explaining Multicultural London English and Multicultural Paris French." Journal of Sociolinguistics 24, no. 3 (October 16, 2019): 308–27. http://dx.doi.org/10.1111/josl.12385.

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Galeotti, Anna Elisabetta. "Multicultural claims and equal respect." Philosophy & Social Criticism 36, no. 3-4 (March 2010): 441–50. http://dx.doi.org/10.1177/0191453709358833.

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In this article the author intends to provide general normative guidelines which ought to inform policies concerning the most controversial multicultural claims for a liberal democracy. In order to do that, she proposes a general reconsideration of the struggle of cultures and identities which makes up the stuff of multiculturalism. She suggests that instead of focusing on the issue of compatibility, the adequate viewpoint from which considering multicultural claims should be justice and, within justice, the principle of equal respect (ER). The reference to ER is widespread in the literature on multiculturalism, but it does not specify what should be the object of ER: persons and their dignity, or cultures/religions/identities and their members? The alternative is then examined and the author argues in favour of an interpretation of ER for persons which considers persons as they are, given their identities and differences. Finally, the author provides a typology of multicultural claims, ranked on a scale of different levels of disrespect, which consequently require different kinds of response. As a result, one is invited to reflect on the how beside the what, on the procedures and attitudes beside the benefits and measures, and not only for the pragmatic reasons of finding a relatively easy way out, but also for principled reasons of justice.

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Winata, Koko Adya. "Konsepsi Pendidikan Islam terhadap Prinsip multikultural." Atta'dib Jurnal Pendidikan Agama Islam 1, no. 1 (June 24, 2020): 51–70. http://dx.doi.org/10.30863/attadib.v1i1.741.

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AbstractThis study aims to examine how the conception of Islamic education towards multicultural principles. Islam as a rahmatal lil alamin religion has given serious attention to the development of education for the survival of civilized human beings in the midst of diversity. Islamic education is basically education that aims to shape the Muslim person as a whole by developing the full potential of human beings to have intellectual, spiritual, emotional and social intelligence. Islam teaches the way of life which is based on multiculturalism. Tolerant behavior, mutual respect and equal rights are one of the main prerequisites pursued in Islam for each individual to form a safe and just life order. The ability to apply multicultural values is a manifestation of true Islam. Multicultural Islamic education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect, tolerance, acceptance and understanding. Tolerance in diversity and moral commitment to social justice.Keywords: Conception of Islamic Education, Multicultural Principles

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Harding, Sandra, and Uma Narayan. "Border Crossings: Multicultural and Postcolonial Feminist Challenges to Philosophy (Part II)." Hypatia: A Journal of Feminist Philosophy 13, no. 3 (July 1998): 1–5. http://dx.doi.org/10.2979/hyp.1998.13.3.1.

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Journal articles on the topic 'Multicultural philosophy'

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