Доклады казахской академии образования Ежеквартальный журнал издается с 2008 года

283 
idiosyncrasies
”. The transcultural man, able to fully develop in a multicultural 
context through intercultural communication, is characterized by two 
interdependent dimensions: an objective dimension of knowledge, which 
makes him the information and its processing methods available for the 
adaptation to the environment, and a subjective dimension of the connection 
with the context, with other members of different groups of people, but also 
with himself, his experience makes him less vulnerable to new, unknown 
interactions. The first step in setting up these dimensions is made by 
intercultural education 
[1].
Two 
opposing 
trends 
characterize 
contemporary 
society: 
globalization/mondialisation
and 
regionalization/localization
. If the first 
one targets the planetary dimension, the second one is a natural response to 
globalization, is the move back to tight space: small-scale areas (regions, 
districts), small cultures, human groups formed on the basis of identity factors 
such as language, religion, ethnic. However, both are the effects of 
internationalization of economic, cultural and communication phenomena, 
and even they haven’t obviously the same goals, they are completed by 
searching for unity in diversity and identity in difference in order to keep an 
absolutely necessary balance. The dynamic movements are provided by a 
dominant force, represented in principle by a whole geopolitical and cultural 
entity, which trends to generalize its values, cultural products, language. The 
universalist principle, whose enforcement is sought by institutions and 
organizations that currently leads the planet, is that of human rights. 

жүктеу/скачать 2,64 Mb.

Достарыңызбен бөлісу: