The deepening individualism, value crisis, armed conflicts, fragmentation of identities, polarisation of societies, and the post-truth nature of the contemporary era raise ontological questions concerning our existence as individuals and as a society. In reflecting these problems, a common denominator emerges: the diminishing presence of humanity. This brings to the forefront the question of how to cultivate humanity consciously. This issue may be considered an inseparable part of the cultural memory of particular societies as the values and cultural patterns around humanity are encountered by children in fairy tales and by pupils and students at school (History, Civic Education, Philosophy, Ethics, and Religious Education). Nevertheless, the reality of our time reflects opposing tendencies. Human society is in the state of crisis of values, identity, and humanity.

The aim of the study is a culturological reflection on cultural education as a means of conscious shaping of an individual and society, which responds to the current socio-cultural challenges of our time, as well as the need to redefine one´s own identity and humanity. It outlines the functions and potential of cultural infrastructure in the development of a reflective, communicative, empathetic, solidaristic, and creative subject. The study highlights the significant transformational processes being undergone by cultural institutions in the 21st century (the democratisation and decentralisation of culture, the emergence of independent cultural centres through civic initiatives, and the transformation of the very identity and mission of cultural institutions). In the context of the need to develop innovative and creative approaches to formal education, cultural institutions are becoming key actors in the field of non-formal and lifelong learning. They respond to actual trends and represent an important complement to traditional school-based education. The author focuses on the current redefinition of the place and functions of cultural institutions in society. From “guardians” of cultural memory and heritage, centres of professional art and amateur cultural-artistic activities, they are increasingly moving also towards becoming centres of democratisation of art and culture, social inclusion, communicative platforms for the creation and sharing of meanings and attitudes, and centres developing skills and shaping cultural identity.

The author points out that the focus of cultural-educational programmes is no longer solely on collective identity, but increasingly also on individual identity. Through cultural education, the subject is given space to learn through discovery; exploration and experimentation; critical reflection; active creation; the acquisition of skills; experience; and immersion into the inner self. Cultural institutions create a safe space for an “encounter with oneself”, within which the social and emotional literacy are also developed. By means of interdisciplinary theoretical reflection, causal and contextual analysis, and the illustration of examples from the Slovak context (programmes of Sereď Holocaust Museum, Post Bellum, Pôtoň Theatre in Bátovce, and Mareena), the author presents the significant identificational, integrational, axiological, and therapeutic dimensions of cultural education and its potential for conscious, holistic, humanistically-oriented and creative shaping of human beings and their fundamental essence – humanity.

Keywords: Cultural Education, cultural institution, humanity, cultural identity, cultivation.