EDUCATING FOR DIVERSITY IN TEACHING AS REFLECTIVE EDUCATION: THE REFLECTIONS PROJECT

Abstract

In the European school context, classes are becoming increasingly diverse and bring together students from different cultural identities. Teachers are not always trained to implement appropriate approaches to diversity and find it difficult to keep up with the variety of individual needs within the classroom. Educating for diversity implies education for democracy, inspired and sustained by a cosmopolitan understanding of the world, construed in terms of an inclusive view of the society we live) and of a recognition of the presence of diverse cultural and existential backgrounds and a need for a sustainable approach to the resources we make use of. In the light of this, is presented the European project Reflections- educating for critical thinking, inclusive societies and dynamic engagement - was carried out. The aim of the project is to offer teachers strategies for the implementation of these principles in the classroom. The modules support the development and strengthening of skills, such as critical, creative and empathic thinking. The purpose of the essay is to present the theoretical and methodological principles that inspired the construction of the materials and teaching modules, with specific reference to the educational methodology of the Philosophy for Children (Lipman, Sharp , Oscanyan, 1992; Lipman, 1992; 1996; 2002)