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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
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(
)
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[3] => Array
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(
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[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
(
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(
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[6] => Array
(
[id] => 178
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)
)
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[2] => Array
(
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(
)
)
[1] => Array
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[2] => Array
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[3] => Array
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[4] => Array
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[id] => 193
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[0] => Array
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
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(
)
)
[1] => Array
(
[id] => 195
[link] => https://book.coe.int/en/195-european-social-charter
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[desc] =>
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(
)
)
[2] => Array
(
[id] => 205
[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
[desc] =>
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(
)
)
[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
[name] => Migration
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(
)
)
[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
[name] => Gender Equality
[desc] =>
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(
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)
[5] => Array
(
[id] => 197
[link] => https://book.coe.int/en/197-council-of-europe-development-bank
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)
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[6] => Array
(
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[link] => https://book.coe.int/en/222-lgbt
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[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
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[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
[desc] =>
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[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
[desc] =>
[children] => Array
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)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
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(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
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)
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[6] => Array
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[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
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[0] => Array
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[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
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(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
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(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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(
)
)
)
)
[8] => Array
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[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
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(
[0] => Array
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[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
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(
)
)
[1] => Array
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
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[9] => Array
(
[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
[name] => Minorities' Rights
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[0] => Array
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[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
)
[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
[desc] =>
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(
)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
[name] => Roma and Travellers
[desc] =>
[children] => Array
(
)
)
)
)
[10] => Array
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[link] => https://book.coe.int/en/224-education-languages-sport-youth
[name] => Education, languages, sport, youth
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(
[0] => Array
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[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
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[11] => Array
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[id] => 233
[link] => https://book.coe.int/en/233-law
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[link] => https://book.coe.int/en/234-organised-crime
[name] => Organised crime
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(
)
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[1] => Array
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[id] => 235
[link] => https://book.coe.int/en/235-corruption
[name] => Corruption
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(
)
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[2] => Array
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[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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(
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[link] => https://book.coe.int/en/175-european-prison-reform
[name] => European prison reform
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(
)
)
[4] => Array
(
[id] => 238
[link] => https://book.coe.int/en/238-terrorism
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(
)
)
[5] => Array
(
[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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[link] => https://book.coe.int/en/243-congress-of-local-and-regional-authorities
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(
)
)
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)
)
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(
)
)
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[id] => 247
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1
Catalog
PDF - Diversité religieuse et éducation interculturelle: manuel à l'usage des écoles (2007)
Ce manuel vise à aider les enseignants, leurs formateurs, les personnels administratifs, les décideurs politiques et autres acteurs de I'éducation à aborder la question cruciale de la diversité religieuse dans les écoles européennes. La dimension religieuse de l'éducation interculturelle concerne toute l'institution scolaire, car les élèves - quelle que soit la nature de l'établissement qu'ils fréquentent - vivent et travailleront dans des sociétés de plus en plus diversifiées.Le manuel est l'aboutissement d'un projet intitulé «Le défi de I'éducation interculturelle aujourd'hui: diversité religieuse et dialogue en Europe», mené par le Conseil de l'Europe entre 2002 et 2005. Il est divisé en quatre parties lesquelles couvrent certaines des perspectives théoriques qui permettront aux enseignants et autres acteurs concernés d'acquérir le bagage nécessaire pour aborder les questions liées à l'éducation interculturelle et certains éléments clés concernant I'approche conceptuelle de l'éducation interculturelle et sa pratique pédagogique. Il aborde aussi quelques questions plus générales liées à la diversité religieuse à l'école dans différents contextes ainsi que des exemples de pratiques relevés dans divers Etats membres du Conseil de l'Europe.
Remerciements
Introduction - L'apprentissage interculturel
Partie I. Diversité religieuse et éducation interculturelle: fondement théorique et conceptuel
Chapitre 1 - La dimension religieuse dans l'éducation interculturelle
Chapitre 2 - La diversité religieuse et culturelle: quelques concepts clés
Partie II. Conditions pédagogiques et approches méthodologiques
A. Conditions pédagogiques
Chapitre 1 - La pédagogie coopérative
Chapitre 2 - Un "espace sûr" favorisant l'expression libre
Chapitre 3 - Le recours à la "distanciation" et à la "simulation"
Chapitre 4 - La communication empathique
B. Démarches d'apprentissage
Chapitre 1 - L'approche phénoménologique
Chapitre 2 - L'approche interprétative
Chapitre 3 - L'approche dialogique
Chapitre 4 - L'approche contextuelle
Partie III. Aspects scolaires généraux de l'éducation interculturelle et de la dimension religieuse
Partie IV. Exemples de pratiques actuelles
Partie V. Références
Ce manuel vise à aider les enseignants, leurs formateurs, les personnels administratifs, les décideurs politiques et autres acteurs de I'éducation à aborder la question cruciale de la diversité religieuse dans les écoles européennes. La dimension religieuse de l'éducation interculturelle concerne toute l'institution scolaire, car les élèves - quelle que soit la nature de l'établissement qu'ils fréquentent - vivent et travailleront dans des sociétés de plus en plus diversifiées.Le manuel est l'aboutissement d'un projet intitulé «Le défi de I'éducation interculturelle aujourd'hui: diversité religieuse et dialogue en Europe», mené par le Conseil de l'Europe entre 2002 et 2005. Il est divisé en quatre parties lesquelles couvrent certaines des perspectives théoriques qui permettront aux enseignants et autres acteurs concernés d'acquérir le bagage nécessaire pour aborder les questions liées à l'éducation interculturelle et certains éléments clés concernant I'approche conceptuelle de l'éducation interculturelle et sa pratique pédagogique. Il aborde aussi quelques questions plus générales liées à la diversité religieuse à l'école dans différents contextes ainsi que des exemples de pratiques relevés dans divers Etats membres du Conseil de l'Europe.
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