INTERCULTURAL HERMENEUTIC DIALOGUE BETWEEN CHILD AND ADULT IN DIVERSE EDUCATIONAL ENVIRONMENTS: THEORETICAL INSIGHTS
Abstract
As economic, social, and political conditions are rapidly changing in modern society and the development of information and communication technologies is constantly in progress, attitudes toward children and their education are also transforming. Childhood education takes place in various environments through intercultural dialogue between child and adult, which is often interpreted in the context of communication theory. A dialogue between child and adult is also supplemented and enriched by hermeneutics in various environments. This dialogue enables the disclosure and understanding of the diversity of experiences of child and adult, learner and educator. Hermeneutics provides circumstances for childhood education to be perceived as a multidimensional and unique process. From the hermeneutic perspective, the intercultural dialogue between child and adult focuses on the problem of understanding in which the awareness of the whole, rather than participation and interaction, has particular importance in interpreting one’s own experience and perception.
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