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.
In search for a path of development, some communities face internal factors deeply influencing the choice of development strategy. Such factor would be an environmental protection of the territory, as it may crucially limit industrial activity. Narol community, located in southeastern Poland, near the Ukrainian border (Podkarpackie Voivodeship), has landscape protection of several levels covering 100% of the territory, so the possible development could not consist on industrial investments. On the other hand the concerned region, Roztocze, is a recognized touristic area, but Narol was always rather out of its main tourists trails. Nevertheless its assets (nature reserves, landscape and monuments), would predestine Narol for a touristic destination. But, considering strong competition in the region, the distinguishing feature would be of importance. The municipality had recognized cultural tourism as a way Narol could adopt, and has started several activities aiming to transform Narol into a cultural centre of the region. This paper presents the study case of Narol municipality’s activities in the context of transferring neglected heritage into an activated agent of development – resulting in social and economic growth. Its’ aim is to research (based on the Narol example) a place of local heritage assets in development process: if, and how they can be used to increase community’s sustainable growth.
The article is an invitation to discuss the way of understanding human development as an actualization of individual’s potential. I present two opposite approaches to this particular problem: human development as choosing preferable potentials and also as striving to actualization of, in some way, every potential, especially these which concern the uniqueness of an individual. In the following parts of the article I locate the problem of human potential in three main discourses regarding: 1) human nature and its origin, 2) the possibility of full experience of individual lifespan 3) the possibility of influence through people on the content and the form of their actualizing potential. To the latter and strictly practical issue I pay most attention. I formulate five thesis regarding this issue. They may, in my opinion, be a starting point to discuss the general problem mentioned above. Therefore, they encourage to think about the mechanism of human development and the future environment of his life.
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.