1. Ethics education – multicultural approach with a global view. Polish ethics education - can’t it be mapped to a multicultural education? Dr Joanna LEEK University of Lodz, Poland ENASTE-Congress 2015, Vienna May 14-16, 2015

2. Polish ethics education - can’t it be mapped to a multicultural education? The aim of the lecture is to highlight one of the issues which insufficiently deals with the relationship to globalization, migration and multicultural education: teaching values. – concept of global multicultural world of Martha Nussbaum – some theoretical debates on multicultural education that is based on democratic values, affirming world citizenship in an interdependent world – ethics education in Poland by introducing policies, measures, approaches, curriculum and organization.

3. Methodological approach The desk review mapping cosmopolitan education and multicultural education (part I) Reviewing two types of literature: academic studies and Polish ethics core curricula & direct contacts with professionals (teachers) working in the field (part II)

4. Cosmopolitan connections of multicultural word Martha C. Nussbaum is an American philosopher, Professor of Law and Ethics at the University of Chicago She has a particular interest in ancient Greek and Roman philosophy, political philosophy, feminism and ethics.

5. Cosmopolitism of M. Nussbaum is connected with the idea of education for world citizenship that must ‘prepare to live together in a pluralistic democracy’ requires the need for discussion about sexual, racial, ethnic & social minorities and major cultural and religious orientations

6. Cosmopolitism of M. Nussbaum To get to know own region and culture To engage students in knowledge of all cultures and histories To develop ability to see itselve as citizens of some local, regional group but also as human beings, bound to other human beings by ties of recognition and concern.

7. Cosmopolitism of M. Nussbaum Citizenship education nees to beginn as soon as possible – Children should be presented differences in culture, traditions and beliefs. – They can participate in storytelling and must be taught to understand and respect the commonality and differences, common rights and unique history, problems and aspirations of various groups.

8. Cosmopolitism of M. Nussbaum NARRITATIVE IMAGNINATION The ability – to think what it might be like to be in the situation of a person different from oneself, – to understand the emotions, wishes and desires that someone so placed might have.

9. Multicultural education with global context Over the past 40 years numerous scholars, researchers and organizations have been defining multicultural education in different ways for various reasons. Even now there is still not a clear and agreed upon definition emerging from the literature on multicultural education The term multicultural education refers often to two practices: teaching in a multicultural society and teaching about cultural diversity.

10. Multicultural education with global context Multicultural education by J. Banks (2010) (1)content integration, (2)the knowledge construction process, (3)prejudice reduction, (4)an equity pedagogy, (5)an empowering school culture and social structure.

11. Multiculturalism Multicultural education shows the world as a marketplace of competing ideas is based on preserving inherent differences focuses on celebrating the differences aims better decision- making and social action skills, leading to a more democratic and humane world assumes responsible and active actions in diverse societies Value and behavioural differences are viewed as something to be affirmed and accepted

12. Cosmopolitanism has the potential to identify common values that bridge cultures without negating local aims respect and enjoyment of cultural differences with a sense of global belonging reflects the presence of a dominant group that can tolerate the presence of other groups, such as newcomers is an ongoing effort to understand behaviours and needs beyond one’s normal culture horizon and requires both empathy and imagination

13. Multiculturalism & Cosmopolitism Both tend to encouraging children to see others in term of their common humanity rather than their cultural differences Both might agree on the need not to idealizing a life of movement and migration. For many asylum seekers, refugees, guest workers is a forced choice that is far away from abstract philosophical universalism or globetrotting lifestyle Both offers a way of thinking beyond the opposition between local and global

14. Ethics education in Poland Ethic education together with religion education as school subject is a rather recent innovation. It has been set in Polish schools 1991 with adding it into the school curriculum. Since then school is obliged to offer religion or ethic lessons but them two school subjects are nor compulsory but voluntary to attend by pupils. Pupils may attend religion lessons, ethic subject, both or they have right do not attend any of them. Results in ethics are included in the student's grade point average, do not affect the promotion.

15. Ethics in Polish core curricula – interlocking multicultural & global approaches. How it is. Secondary school, second level (17-19 years of age) Objectives. Pupils should 1) be acting according to the rules used in the school community (local) and in the adult world; 2) know that he/she can’t act at the costs of others, he/she does not destroy the environment; 3) cultivate friendships; provide assistance to people in need in everyday life; 4)understand that people have equal rights, 5) show respect for the elder people; 6) understand impact of own decisions, in particularly impact on the others Primary school, first level (6-10 years of age) Objectives. 1) Developing of own opinion about human being, his nature, duties, moral in various life situations. 2) Recognizing pupils’ responsibilities for family and school. 3) Recognizing of fundamental values​, including their proper hierarchy. 4) The perception of the diversity of attitudes and behaviors. Content. 1) Getting to know each other, recognizing their own individual characteristics. 2) True meaning of peoples’ behavior, reasons and consequences. 3) Man as a person, human dignity. Primary school, second level (11-13 years of age) Objectives. 1) Developing of own opinion about human being, its nature, duties, moral in various life situations. 2) Identifying core values including proper hierarchy. 3) Identifying the specific norms and values in public community and democratic country; recognizing of situations violating these norms and values (eg. corruption); acting in accordance with standards and values in peer groups and school. 4) Taking responsibility for themselves and others, and for moral choices; 5) Applying of principles of harmonious coexistence and interaction with the social and natural environment. Content. 1) Man as a person; human dignity. 2) The role and importance of conscience and own moral evaluation. Secondary school, first level (14-16 years of age) Objectives. 1) Developing the moral sensitivity; ability to better understand each other 2) Developing the knowledge about moral values and the ability to distinguish good and evil; make accurate assessment of the moral activities in school or community life; 3) Developing of analysis of ethical dilemmas and assessment of own the activities and decisions and its impact on the others 4) Developing of the knowledge about basic notions and concepts of ethics. Content. 1) Ethics and philosophy – relations, similarities. Morality, ethos, low, customs and way of life. 2) Ethical theories, concepts. 3) Ethical analysis of human activity. 4) Purpose and meaning of human existence. 5) Moral dilemmas.

16. Ethics in Polish core curricula – interlocking multicultural & global approaches. How it can be. Living peaceful between, within and among ourselves New images about situations involving responsibility and assistance Create many opportunities to cooperate with others, sharing tasks and responsibilities Civic virtues and values Developing of basic cultural literacy By disagreement, learning about the alternatives Major ways of discussion about human conditions and morality

17. Conclusions The paper was intended to extend understanding of challenges of multicultural & cosmopolitan education. The contribution is threefold.

18. Conclusions 1. My research demonstrates that ethic education can’t be understood as part of multicultural or global education as they are two different concepts.

19. Conclusions 2. The content of Polish ethic curriculum includes multicultural and global issues. But there is still a lot of possibilities what could be included in curricula.

20. Conclusions A challenge of moral education in multicultural global world is to focus on fostering the development of empathy and pro-social emotions. An attempt to teach how to live together is at heart of most formulations of moral education in multicultural & global world.

21. Conlusions 3. Although there are differences between multicultural and cosmopolitan education, ethics education might be the opportunity on Polish schools to combine this two issues in one Ethics core curriculum.