20 SES 06, Intercultural Issues in Foreign Language Teaching
Parallel Paper Session
One of the most challenging aims of the EU government is the creation and establishment of a European society. Societies as well as groups are built on cognitions and feelings of togetherness among persons. Values have a crucial impact on this consciousness of belonging. They develop a hidden power in the context of decision-making by giving priorities and preferences to specific options of problem-solutions. The existence of a particular group depends on the agreement of the members on giving priorities to specific values and on the awareness a single member has on the dominant values hierarchy established by the group. European national societies can be characterized by the existence of a huge variety of different groups within, showing fundamental differences in their traditions, cultures, languages, religions, economics, political and legal foundations. Based on the idea of European Union and anchored in the Treaties of Maastricht and Lisbon the European Union is struggling high endeavor to initiate transnational exchange, collaboration and meeting as well as to support migration. These characteristics typical for European Union form the background context of the presentation.
The paper hypothesizes that differences in the values orientation of young people can be found depending on their national traditions of thinking and problem solving. Theoretically a relation between moral or values education and citizenship education is hypothesized.
The research question is, whether a short-time educational program using dilemma stories as a special didactical approach has a positive impact on the awareness of values related to European Union as well as on the ability to differences between personal values priorities and those established by the national societies.
For our analysis we formulated following research questions:
1. Are there differences between values on personal level and on EU level?
2. Do the participants differentiate between national and EU values being most important in the long run?
3. Has a short-time educational program using dilemma stories as a special didactical approach a positive impact on the awareness and consciousness of values related to European Union as well as on the ability to differentiate between national goals and EU goals?
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