P. STADLER’S MODEL AS A TOOL FOR TEACHING INTERCULTURAL INTERACTION IN THE ACTIVITIES OF SOCIAL INSTITUTIONS IN GERMANY

Abstract

The article analyzes a four-stage model of intercultural learning by P. Stadler, which is considered as a scientific and educational concept in the field of multicultural education in Germany. Forms, directions, and models of this educational approach differ depending on many social factors. The research of the entire variety of characteristics of this approach allows to use the accumulated experience in the educational process. German pedagogy has always interested Russian researchers not only in the proximity of educational traditions, but also in the richness of its philosophical and pedagogical foundations. The appeal to the pedagogical theories of intercultural learning in Germany makes it possible to fully understand the need for political, economic and cultural interaction between Russia and Germany and to use the potential of international cooperation to the full.