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The text highlights risks when multiculturalism threatens cohesion or rights, and outlines practical aims, including discovering one’s own multicultural context, overcoming prejudices, and educating “by means of the other.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/religion-spirituality/","Religion & 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document’s discussion of pluralism?","Question",{"text":63,"@type":64},"Relativism is presented as grounded in the value of tolerance, but it limits itself to accepting the other while excluding dialogue and recognition through mutual transformation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does assimilation differ from the intercultural approach proposed?",{"text":68,"@type":64},"Assimilation reduces exchange to inserting minority cultures into the majority, with little or no attention to the other person’s culture of origin.",{"name":70,"@type":61,"acceptedAnswer":71},"What steps does the document identify to achieve education for intercultural dialogue?",{"text":72,"@type":64},"It describes three stages: discovering the multicultural nature of one’s situation, overcoming prejudices through living and working in harmony, and educating oneself “by means of the other” toward a global vision and 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a loss ofone's own identity.”  \nCNS documentary serVice  \n010NCM TseW UN4O  \napproaches to teaching pluralism:relativ-ism and assimilation.Relativism,it says,“isfounded on the value of tolerance but limitsitselfto accepting the other person,excludingthe possibility of dialogue and recognition ofeach other in mutual transformation,\"whileassimilation means that “exchange is reducedto the mere insertion of minority cultures inthe majority one,with little or no attentionto the other person's culture of origin.\"Thecongregation calls on Catholic schools to\"construct a new intercultural approach thataims at realizing anintegration ofcultures inmutual recognition.\"It also stresses that thisapproach should in no way downgrade theCatholic identity of the school.The congrega-tion's document follows.  \nDetroit, MI 48221  \nInterculturalDialogue inCatholic Schools  \nt is a fact that today's society has amulticultural makeup accentuated byglobalization.The overlapping pres-ence of different cultures is a great  \nCongregation for CatholicEducation  \n“Cultural differences are a richness to beunderstood as expressions of the humanrace's fundamental unity,\"the VaticanCongregation for Catholic Education saysin a new document encouraging inter-cultural dialogue in Catholic schools.The Congregation released the document,“Educating to Intercultural Dialogue inCatholic Schools:Living in Harmony fora Civilization of Love,\"at the Vatican Dec.  \n19.It says that while Catholic schools havelong educated diverse populations,global-ization has resulted in growing multiculturalrealities.The congregation warns against two  \nresource as long as the encounter betweenthose different cultures is seen as a sourceof mutual enrichment.However,significantproblems can arise if multicultural societyis seen as a threat to social cohesion or asa threat to the protection and exercise ofrights pertaining to individuals or groups.  \nIt is not easy to balance and harmonizepreviously established cultures and new cul-tures,as the two often demonstrate usagesand customs that are mutually opposed.Forsome time now,multicultural society hasbeen an object of concern for both govern-ments and international organizations.In  \ncontinued on page 538  \nCNS  \ncontents  \nJanuary 23,2014  \nVolume 43  \nNumber 33  \nOrigins published many ofthe docuneuts cited by theCongregation for CatluolicEducatiou iu the documeutprinted on these pages.Beloware citatious for some of thesedocuments:  \n\"Q&AWitl Students,\"byPope Francis(Vol.43,No.8,the editiou datedJuue 27,2013).  \n\"Caritas in Veritate,\"by PopeBeuedict XVI(Vol.39,No.  \n9,the editiou dated July 16,2009).  \n\"Doctriual Note on SoueAspects of Evaugelization,\"by tlie Cougregation for theDoctriue of the Faith (Vol.37,No.29,the editiou dated Dec.  \n27,2007).  \n\"World Day of Peace Messagefor Jan.1,2001:DialogueBetweeu Cultures for aCivilizatiou of Love andPeace,\"by Pope Jolu Paul II(Vol.30,No.29,the editioudatedJau.4,2001).  \n\"Declaratiou Dominuslesus':On the Unicity audSalvific Universality of JesusClrist and tlue Church,\"bythe Congregation for theDoctrine of tlue Faitl(Vol  \n30,No.14,the edition datedSept.14,2000).  \n\"The Catholic Sclioolon the Tlresliold oftlueThird Millennium,\"by tlreCougregation for CatholicEducation(Vol.28,No.23,the editioudated Nou.19,1998).  \n\"Dialogue and Proclamation:Reflections and Orieutationsou Iuterreligious Dialogueand tlue Proclamation of theGospel of Jesus Christ,\"bythe Poutifical Couucil forInterreligious Dialogue audtlue Congregatiou for tlheEvangelization of Peoples(Vol.21,No.8,the editiondated July 4,1991).  \n\"The Religious Dimeusionof Educatiou in a CatholicSchool,\"by the Congregationfor Catholic Educatiou(Vol.  \n18,No.14,the edition datedSept.15,1988).  \n\"Lay Catholics iu Schools:Witnesses to Faith,\"by theCongregation for CatholicEducatiou(Vol.12,No.29,the editiou dated Dec.30,1982).  \n538 or","cbCaivDWkrjQvFJl","https://ap.wps.com/l/cbCaivDWkrjQvFJl","pdf",1389782,16,"English","# Intercultural dialogue in Catholic schools\n## Pluralism: relativism and assimilation\n## Principles and aims for education","[{\"question\":\"What does relativism mean in the document’s discussion of pluralism?\",\"answer\":\"Relativism is presented as grounded in the value of tolerance, but it limits itself to accepting the other while excluding dialogue and recognition through mutual transformation.\"},{\"question\":\"How does assimilation differ from the intercultural approach proposed?\",\"answer\":\"Assimilation reduces exchange to inserting minority cultures into the majority, with little or no attention to the other person’s culture of origin.\"},{\"question\":\"What steps does the document identify to achieve education for intercultural dialogue?\",\"answer\":\"It describes three stages: discovering the multicultural nature of one’s situation, overcoming prejudices through living and working in harmony, and educating oneself “by means of the other” toward a global vision and citizenship.\"}]","Intercultural Dialogue in Catholic Schools - continued from page 537 | PDF",1789960566]