Conclusions: Cultural Literacy in Action

Abstract

In this chapter, the authors emphasize how even very young children can deal with complex and abstract ideas and emotions through creative practices and how the differences between people are not an issue for children. The analysis indicates that children have a multifaceted capacity for empathy. The authors stress that image-making is an important mode of communication through which children and young people shape their understanding of the world. This is a constructive and dialogic process of thinking in action. It allows children and young people to develop their imagination, emotional responses, personality, and position in the community, in relationship with others, and with the external world. The “dialogic chain of thinking” occurs not only in linguistic, but also in visual communication.

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

“…Within the sociocultural aspect, immersive settings make a space free to the opinion of others, expecting from the learner a personalized standpoint of the content to lead to the realization of the being' self understanding through beliefs or aspirations towards creativity in education, above and beyond the linguistic application in creating concepts and training in dialogic thinking, the visual means implies a notorious key in communication to grant its stakeholders skills building in a deliberate environment at diversity practicum (Lähdesmäki et al, 2022). This line of exploration has expounded a number of shifts and discernments from an overarching immersion on examining how teacher perceive students agency and their function with an influence in learner development and professional self-growth above classroom context.…”

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

“…Within the sociocultural aspect, immersive settings make a space free to the opinion of others, expecting from the learner a personalized standpoint of the content to lead to the realization of the being' self understanding through beliefs or aspirations towards creativity in education, above and beyond the linguistic application in creating concepts and training in dialogic thinking, the visual means implies a notorious key in communication to grant its stakeholders skills building in a deliberate environment at diversity practicum [53]. This line of exploration has expounded a number of shifts and discernments from an overarching immersion on examining how teacher perceive students agency and their function with an influence in learner development and professional self-growth above classroom context.…”