250 Pedagogika / 2014, t. 116, Nr. 4 Axiology of the Borderlands in the Context of Intercultural Education and Socialisation Justyna Pilarska University of Wroclaw, Department of Historical and Pedagogical Sciences, Institute of Pedagogy, ul. J. W. Dawida 1, 50-527 Wrocław, Poland, justine_p@op.pl Abstract. Borderland societies are subject to processes such as upbringing and socialisation which, contrary to homogenous cultures, take place in a complex cultural, social and political surrounding. Terefore, the course of socialisation and upbringing infuences is dynamised by factors absent within culturally homogenous societies. Tus, for instance, the axiology of a borderland focuses on values such as pro-social or cognitive ones, which appear to be the most common and favourable for the intercultural society, enabling dynamic, but harmonious co- existence of various cultures in the borderland. Moreover, axiology taking place in the context of a borderland socialisation is related not only to the intercultural education with which it shares the priorities and goals, but it also tackles the borderland (heterogenic) identity, which is shaped by values specifc for such symbolic and material area. Keywords: axiological diversifcation, borderland axiology, Bosnia-Herzegovina, intercultural education, multicultural society, values, socialisation. Introduction Society of intercultural character is specifed not only by the presence of individu- als belonging to various nations, races or religions, but it is also an area which gathers those, who are advocates of diferent political viewpoints, seemingly difcult to reconcile (Łobocki, 2002). Each of the cultures existing in a given area presents its unique material and non-material heritage handed down from generation to generation. Moreover, the cultural borderland implies coexistence of various systems of moral values, what - in turn - facilitates pluralism and relativism that refect the multitude and axiological am- DOI: http://dx.doi.org/10.15823/p.2014.062 ISSN 1392-0340 E-ISSN 2029-0551 Pedagogika / Pedagogy 2014, t. 116, Nr. 4, p. 250–260 / Vol. 116, No. 4, pp. 250–260, 2014