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Abstract

The aim of the article is to diagnose the regional diversification of development in the axiological context. The starting point in this analysis is the term: development. This category is understood in a multidimensional manner. Presented in this paper conceptual model of development allows to distinguish three levels of analysis of the development process: material, social and cultural. Identification of the axiological phenomenon of the diversification of regional development in this research is ultimately served by the systematization tool – typology, introducing the division into the culture of honour, achievements and joy.
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Abstract

Axiological chaos and unsustainable man’s acting in a contemporary world has led him to a total confusion. He constantly acts toward environmental and cultural degradation. Also in social dimension a permanent and “general” crisis dominates. The crisis is rooted on multi-category stratification and based on post-truth models of interpersonal communication in traditional and virtual realities. Neoliberal model of economical conquest, in turn, effects unsustainability in economic sphere. Thus, in common reception – for the most people in the world – such situation has become unbearable. So, it is the educators’ duty to look for – with the intention to put into practise – such concepts and pedagogies, which could prepare the whole global society to real – not declaratory false – co-creation of its life in the world, understood as an actual and common home. Taking such perspective, the theory of Argentinian philosopher – Ernesto Laclau becomes an interesting proposition. The time of mono-dimensional – protestant and neoliberal – interpretation of values comes to the end. Now the time has come to accept the equality of different – having their roots in various cultures – value understanding. Possibility of local and particular interpretation of values – along with maintaining the rule of common good – gives the chance to update the education according to real, thus multidimensional humanistic ideal. Such a standpoint presents a way to cure/reform intercultural education, which nowadays is at an impasse. Mainly it uses stiff schemes and repeated patterns, so it has become imitative and conservative. In its contemporary formula intercultural education is not able to respond to present challenges of multicultural and global society. The need to implant into its structure the concept of sustainable development emerges as a must.
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