**5. Prospects: an attempt at recapitulation**

The presented discussion is aimed at becoming aware of the need to promote intercultural education as a current of the modern pedagogical theory and educational practice, compliant with the current requirements and offering prospects for the desired changes in future. Intercultural education is a chance for overcoming stigmatization, the feeling of alienation and the fear of others. It is also a chance for shaping the multidimensional (enriched) identity, in which national or religious identity constitutes an important part but does not suppress the other areas of identity, does not require rejecting the people and values not compliant with the orthodox (far from life in the multicultural world) images of the group and individual identity. What becomes a necessary value in the contemporary world is the openness of cultures, which does not mean the lack of selecting the acquired influences. Only a friendly turn towards other cultures, a really personalistic view on other societies (and at the same time on particular individuals who make up these societies) can lay the foundations for building a new intercultural space [45]. However, this cannot mean uncritical acceptance of all cultural influences. Acquiring the values of other cultures should take place through openness, supported by kind-hearted criticism with the simultaneous acceptance and emphasis on every person's unalienable right to freedom.

As the current globalization processes cannot be inhibited, this issue will not lose its topicality. What is needed to prevent a lot of conflict-rising tension resulting from these processes is an idea, which will indicate the rules of conduct. It is universalism, open to all topics, questions, accusations, which can become such an idea. Universalism 'should be directed towards the holistic rather than fragmentary approach. Yet, this does not mean that universalism has a hostile attitude to diversity. Such type of the whole that is appropriate for an open process of reasoning tolerates and praises individuality, differences and even contradictory views. However, above this – there must be a total unity and harmony, a fundamental set of principles, accepted by all thinkers' [46, 47].

Aiming at universalism in the new reality is not merely a whim but a necessity. It becomes a chance for a conflictless and fruitful encounter with the other. What seems important while heading for this is not to resign from the own traditions. Being rooted in the local ethnic culture offers the possibility to accept universal values and, at the same time, it protects individuals from diluting their identity.

The theoretical suggestions and practical experiences defined as intercultural education seem to undermine the ways of reasoning and the educational activity, which have been perpetuated for over a century. Understanding the chances offered by intercultural education and accepting the applied educational practices require time. They also necessitate authentic engagement of many social groups, which have a strong influence on shaping human attitudes. In spite of many difficulties, making use of these chances is worth a lot of effort [48].
