European Identity - Individual, Group and Society - HumanitarianNet

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180 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETY1. European culture, which extends to a cluster of numerous nationalgroups, can only be a voluntary construction. A construction thatcannot be so artificial as to solely rest on tradition present inEuropean history.2. European culture will emerge if there is a subjective mutation thatleads individuals to assert their basic adhesion to the “Europe”group. Consequently, a reorganization of their current affiliationsthat will allow culture to gain consistency and generate a dynamiccapable of consolidating the “Europe” group will be necessary.The emerging question which would be useful in the field ofeducation is: How can this subjective mutation be implemented?Camilleri (1997) suggests the following answer: due to the effect ofthis mutation, the differences between the European groups that arenations will suffer a qualitative inversion of their sense. Each of themwill not be understood as separate from the cluster-group (the nationalendogroup of the exogroup) but as “domesticated” differences,because they are relative to the “we” of the new base group, wheretheir main identity would be anchored.If we consider this last concept, it will be necessary to examine indepth what content should be given to European identity and toreorganise the relationships between national and European identities.In order to do so, Camilleri redefines the role of identity as thatwhich is not opposed to diversification nor complexification: “on thecontrary, they contribute that which creates our authentic uniqueness,not through multiple exclusion but as dialectical unity, as continuousintegration of diversity...”. Identity appears, thus, as a structure in whichwhat is mine and what is yours is distributed on top of the elementsthat compose it..., in the same way as belonging is not anchorage toone group excluding of all others but rather the establishment of ahierarchical network of identifications.Camilleri supports his analysis by a new distinction between whathe calls critical identity (a free, floating and more or less reflexiveidentification) and fusional identity, involving an emotional dimensionand which establishes a closed dynamic, as opposed to the opendynamic of the critical identity. The nation, in paroxystical periods, andfor reasons that have to do with its status of belonging, will behavelike inter-group relationships (we) and exo-groups. Camilleri assertsthat Europe will no longer exist when this condensation operates in itsown favour. How will national structures be affected, to the detrimentof pre-national ones? But will this be possible? Is it desirable that the“Europe” group or its representation work in a reactive and defensive
WHAT MAKES US EUROPEAN? IDENTITY CONSTRUCTION IN THE ... 181manner with respect to extra-European groups? Can it be representedas a current national “we”, that is, a closed “we” nourished by thefusional identity?The undersigned denounces, like the author, this tendency full ofdangers and potential conflicts. A tendency that is dysfunctional inrelation to the interdependent networks that are built behind our eyesat a global scale. So the question is, what can be done so that theEuropean Community is experienced intensively without resorting tofusional identities?According to Camilleri, it is necessary to return both to the notionof critical identity linked to global conscience and to the hypothesis ofthere being a possible systematic organization of the critical march ofthe members of the community, which would ensure the stability ofthis voluntary construction.We are not considering the simple possibility of expressing globalopinions periodically through ballots, which would correspond tominimal democratic practice. The essentials of a democratic contractwill only be possible if we create the conditions which make theKantian maxim of considering the subject as an end in itself and not asa means possible.Strategies for schools and for teacher and student trainingThe study of the effects of European identity at the educationallevel and the developments made constitutes a must.Efforts have been made to improve and systematise methods andapplications in the educational field. We would like to emphasise thosecarried out by the groups present in this Seminar mentioned at theOpening Address.The analysis of the activities related to Citizenship Education carriedout by the groups participating in this Seminar allow us to highlightvarious strands, such as the following:1. Citizenship Education through content in its broad sense. Someof the aspects to be worked at, such as the development of criticalspirit, negotiation and debating skills for the resolution of conflicts,etc. may be tackled in numerous ways: integrating them into oneor various disciplines and organising content in a disciplinary,interdisciplinary or global manner, or as cross-curricular abilities.2. Learning Citizenship skills at school through all the activities thatdemand the involvement and participation of students andarouse their commitment, be it in the school itself, in the
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Inés María Gómez-Chacón (ed.)Eu
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European Identity.Individual, Group
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ContentsIntroduction . . . . . . .
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CONTENTS 914. The Construction of E
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12 EUROPEAN IDENTITY. INDIVIDUAL, G
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Opening AddressCamino Cañón Loyes
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OPENING ADDRESS 29throughout histor
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OPENING ADDRESS 31—To gather expe
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OPENING ADDRESS 33European nature a
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1.What do we Mean When we Say Europ
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WHAT WE MEAN WHEN WE SAY EUROPE 39W
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WHAT WE MEAN WHEN WE SAY EUROPE 41O
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WHAT WE MEAN WHEN WE SAY EUROPE 43u
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WHAT WE MEAN WHEN WE SAY EUROPE 45e
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WHAT WE MEAN WHEN WE SAY EUROPE 47A
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3.Europe, from the Institutional Re
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EUROPE, FROM THE INSTITUTIONAL REFE
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4.The European Dimension of Educati
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THE EUROPEAN DIMENSION OF EDUCATION
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100 EUROPEAN IDENTITY. INDIVIDUAL,
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6.European Programmes from SpainEnc
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EUROPEAN PROGRAMMES FROM SPAIN 113(
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EUROPEAN PROGRAMMES FROM SPAIN 115S
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EUROPEAN PROGRAMMES FROM SPAIN 117s
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EUROPEAN PROGRAMMES FROM SPAIN 119A
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7.Is the European Model Being Rejec
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IS THE EUROPEAN MODEL BEING REJECTE
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IS THE EUROPEAN MODEL BEING REJECTE
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8.Boderline Europeans:Nationalisms
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THE CONSTRUCTION OF THE EUROPEAN ID
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ConclusionTHE CONSTRUCTION OF THE E
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16.Images of Europe: the Perspectiv
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IMAGES OF EUROPE: THE PERSPECTIVE O
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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