Pluralism, multiculturalism, leaner autonomy and motivation have become buzz expressions discussed widely both by the Common European Framework of Reference and the European Centre for Modern Languages. However, despite the hard work to implement these new approaches in the classroom, some countries seem to be more adaptive compared to others. In the author’s opinion, the answer is rooted in the specifics of national cultures. The article discusses the roles of teacher and student as an archetypal case of micro social organization as they reveal typical patterns of social behaviour. Provided is a detailed description of the specifics of the Bulgarian national culture along the six dimensions of Hofstede’s theory of organizations and cultures with regard to the educational system. The readiness of the Bulgarian teachers and students to comply with the concepts of pluralistic approaches, multiculturalism, learner– centred teaching and autonomy in the Bulgarian classroom are explored. The general conclusion is that these ideas are highly culture-sensitive and the success of their implementation depends on the closeness of the cultures where they emerged and the recipient countries to which they are exported.

中文翻译：

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关于民族文化与教育创新之间关系的思考-以保加利亚为例

多元化，多元文化主义，精益自治和动机已成为欧洲共同参考框架和欧洲现​​代语言中心广泛讨论的流行语。但是，尽管为在课堂上实施这些新方法付出了艰苦的努力，但与其他国家相比，某些国家似乎更具适应性。作者认为，答案根植于民族文化的特征。本文讨论了作为微观社会组织原型案例的教师和学生的角色，因为他们揭示了典型的社会行为模式。根据霍夫斯泰德关于教育体系的组织和文化理论的六个方面，对保加利亚民族文化的细节进行了详细描述。探索了保加利亚教师和学生是否愿意遵守保加利亚课堂中多元方法，多元文化，以学习者为中心的教学和自治的概念。总的结论是，这些想法对文化高度敏感，它们的成功实施取决于出现这些文化的紧密程度以及它们所接受的接收国。