Education as a Factor of Intercultural Communication

  • Grozdanka Gojkov
Keywords: Education, Intercultural communication, Pedagogy


The paper considers alternative constructivism as a possibility of theoretical starting point regarding education as a factor of intercultural communication. The introductory part of the paper deals with Kelly’s personal construct theory permeating the arguments in favour of the
theoretical research thesis referring to the issue of the extent the pluralism of European culture space interferes with national culture through education. Furthermore, the paper considers the way pedagogy has been searching for more comprehensive self-observation, self-reflection and self-determination on its way to self-change in order to ensure freedom
of personal action according to contemporary philosophical discussions. The importance of education as a factor of intercultural communication has been supported by the outcomes of an explorative empirical research, which is an element bonding all the reflections in the text. Finally, the key competences for intercultural communication have been stated in the paper.


Download data is not yet available.


Avramović, Z. (2003). Čiji je književnik i njegovo delo. S. Karlovci i N. Sad: Izdavačka knjižarnica Z.

Avramović, Z. (2003). Država i obrazovanje. Belgrade: Institut za pedagoška istraživanja.

Babić, J. (2005). Moral i naše vreme. Belgrade: Službeni glasnik.

Bauman, Z.. Postmodern Enthich. Retrieved from www.concord/inti/papers/.

Burbules, C. N. (2000). Globalization and Education. New York: Routledge.

Damon, W. (2008). The path to purpose: Helping our children find their calling in life. New York: Free Press.

Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence.
Applied Developmental Science, 7(3), 119–128.

Gardner, H. (1993). Creating minds. New York: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gestdottir, S., & Lerner, R. M. (2007). Intentional self-regulation and positive youth development
in early adolescence: Findings from the 4-H study of positive youth development. Developmental Psychology, 43(2), 508–521.

Gojkov, G. (2005). Didaktika i postmoderna. Vršac: VŠV.

Gojkov, G. (2006). Metateorijske koncepcije pedagoške metodologije. Vršac: VŠV.

Gojkov, G. (2008). Didaktika darovitih [Didactics of the Gifted]. Vršac: Visoka škola strukovnih
studija za obrazovanje vaspitača »Mihailo Palov«.

Gojkov, G. (2008). Metodološki problemi istraživanja darovitosti [Methodological Problems in
Giftedness Research]. Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača »Mihailo

Gojkov, G. (2009). Didaktika metakognicije. Vršac: Visoka škola strukovnih studija za obrazovanje
vaspitača »Mihailo Palov«.

Gojkov, G., & Stojanović, A. (2009). Nacionalni identitet i susreti kultura iz ugla darovitih [National identity and cultural encounter from the perspective of the gifted]. Novi Sad: Filozofski fakultet.

Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of
Personality and Social Psychology, 85(3), 541–553.

Gudjons, H. (1998). Pedagogija. Zagreb: Educa.

Jung, K. G. (2000). O razvoju ličnosti. Belgrade: SL. list SRJ.

Kelly, G.A. (1955). The Psychology of Personal Constructs. New York: Norton.

Kerpelman, J. L. (2001). Identity control theory, exploration, and choice: A commentary on Schwart’s The evolution of Eriksonian and Neo-Eriksonian identity theory and research. Identity, 1(1), 81–86.

Kron, F. W. (1996). Grundwissenn Pedagogik. Munchen, Basel: E.R., Reinhardt.

Lapsley, D. K., & Narvaez, D. (Eds.) (2004). Moral development, self, and identity. Mahwah, NJ:

Lencen, D. (1992). Reflexive Ercie am Ausgang des postmodernen Jahrzenhts. In 29.Beiheft der

Lerner, R. M., Lerner, J. V., Almerigi, J., & Theokas, C. (2005). Positive youth development,
participation in community youth development programs, and community contributions of fifth
grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence, 25(1), 17–71.

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Marken, R. S. (1990). A science of purpose. American Behavioral Scientist, 34(1), 6–13.

Matsuba, M. K., & Walker, L. J. (2005). Young adult moral exemplars: The making of self through
stories. Journal of Research on Adolescence, 15(3), 275–297.

Moran, S. (2009). Why MI? In J. Chen, S. Moran, & H. Gardner (Eds.), Multiple intelligences around the world (pp. 365–373). San Francisco, CA: Jossey-Bass.

Moran, S., & Gardner, H. (2006). Extraordinary cognitive development. In W. Damon (Series Ed.),
D. Kuhn, & R. Siegler (Vol. Eds.), Handbook of child psychology (6th ed., Vol. 2, pp. 905 – 949). New York: Wiley.

Moran, S., & Gardner, H. (2007). Hill, skill and will: A multiple intelligences perspective. In L.
Meltzer (Ed.), Understanding executive function: Implications and opportunities for the classroom (pp. 19–38). New York: Guilford Press.

Mušanović,M. (1996). Postmoderne epistemologije pedagogije. Pedagogija i hrvatsko školstvo. Zagreb.

Nurmi, J-E. (1991). How do adolescents see their future? A review of the development of future
orientation and planning. Developmental Review, 11, 1-59.

Renzulli, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits to
promote social capital. Phi Delta Kappan, 84(1), 33–58.

Stojanović, A. (2008). Uticaj multikulturalnog vaspitanja na vrednosne orijentacije učenika [The
influence of multicultural education on the value orientation of students]. Pedagogijska istraživanja, 5(2).

Stojnov, D. (2003). Psihologija ličnih konstrukata-uvod u teoriju i terapiju. Beograd: Zepter,

Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In D.
H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 267–295). Mahwah, NJ: Erlbaum.