@inproceedings{RichterHAdelsberger2015,
  author    = {Thomas Richter and Heimo H. Adelsberger},
  title     = {The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture},
  series = {Helfert, Restivo et al. (Eds.): Proceedings of the 7th International Conference on Computer Supported Education, Lisbon, Portugal, 23-25 May, 2015},
  publisher = {SciTePress},
  isbn      = {978-989-758-108-3},
  doi       = {10.5220/0005498103720382},
  pages     = {372 -- 382},
  year      = {2015},
  abstract  = {The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.},
  language  = {en}
}