European Identity - Individual, Group and Society - HumanitarianNet

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224 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYLisbon European Council of March 2000 2 This Memorandum states atpage 4 that “promoting active citizenship and promoting employabilityare equally important and interrelated aims for lifelong learning”. Ifyoung people are not educated and trained to take part fully and activelyin civil society, they will not be full citizens. If they are but their educationand professional training are not up to standard, they will probably notbe equipped with all the necessary skills to face up to the demands ofindustries. They will not be employable and will run the risk of beingexcluded. Exclusion and unemployability are risks that should beprevented at all costs, since they jeopardize active participation in theconstruction of civil society. It is, therefore, clear to see that both civilcitizenship and employability complement each other and must be takeninto account in all forms of education and formal training at school. TheEuropean Council Presidency Conclusions of Lisbon 23-24 march 2000state at page 5 to this effect that “lifelong learning is an essential policyfor the development of citizenship, social cohesion and employment”.Citizenship and employability are themselves closely connectedwith the competitiveness of our businesses, which are an importantcomponent of welfare in today’s modern societies. Businesses are moreand more aware of the fact that modern democracies are harmoniouslyconstructed on the basis of increasingly greater co-operation with theeducational and social worlds, like social partners and trade unions.Welfare cannot be constructed in a social wasteland as stated inseveral CSR 3 documents. The harmonious development of our Westernsocieties cannot take place be denying the Third World’s chance todevelop. So worldwide citizenship must be included in all forms ofeducation and citizenship from now on.Schools and the compulsory formal education system have a verydifficult and complicated task to deal with. Schools and teachers take onseveral roles. They educate and train youths to gain knowledge and basicskills in order to go on to higher education or to join the labour marketmore quickly, while giving them a taste of lifelong learning. Educatingand training youths to assume responsibilities in a local, regional,national, European or even world-wide context. The integration of theEuropean dimension in education and training is vital as promotedalready up from 1988 through the Resolution on the Europeandimension in education of 1988 4 . For more general information on2Commission f the European Communities; European Council Presidency Conclusions,Lisbon 23-24 March 2000, Brussels 2000.3CSR; Corporate Social Responsibility, NGO, Brussels: http://www.csreurope.org4 Council of Ministers of Education meeting within the Council; Resolution on theEuropean dimension in Education, Brussels, 1988, 88/c177/02;=a.
THE CONSTRUCTION OF THE EUROPEAN IDENTITY IN THE SCHOOL ... 225co-operation in education readers are advised to consult the publication«Co-operation in education in the EU: 1976-1994 5 .Schools are often called upon to assume some of the educationalor pedagogical responsibilities of parents. Schools are expected toprovide education on issues such as peace, intercultural understanding,sustainable development, health education (against smoking anddrugs), tolerance by preventing racism and xenophobic attitudes, andsex education. They are expected to arouse youths’ taste for literature,art, general culture, etc. Schools therefore have a more and morecomplex task to deal with in a growing world. They are no longerexpected to be a sanctuary but rather a place for openings, a windowon their close and distant environments encouraging co-operation withlocal or regional authorities, with businesses and with the surroundingcivil societies, such as associations. Associations can therefore open upyouths’ minds to free commitment, which is a key component of activecitizenship. The extended role for the teacher was largely expandedupon already in the OECD 1990 6 publication «The teacher Today».Numerous projects focusing on the different European projects in theareas mentioned above are described in the publication «Towardsactive citizenship» 7 published in 2001 by the Universal Forum ofcultures Barcelona 2004 and the CONNECT project 008 8 .The task that schools have to deal with is inevitably very complexand requires suitable structures and means, which are always toolimited. It requires staff that is constantly trained in order to promotelifelong education and training for pupils and themselves. It is a titanictask that requires supermen and superwomen... who are often notparticularly well paid or appreciated by society.All this complexity has to be reflected in the pedagogical project andin the pedagogical plan of every school. The integration of thoseelements in the project or plan starting from a through discussion and, ifpossible, based on the agreement of the whole educational community,are key elements for the motivation and the willingness to put intopractice learning communities that can be creative and innovative.5Eurydice; Co-operation in education in the European Union: 1976-1994; Brussels,1994, 84 pages.6OECD (Organisation for Economic Co-operation and Development); The teacherToday, Paris, 1990, 118 pages.7Mireia Montané and Yves Beernaert, Universal Forum of Cultures Barcelona 2004and CONNECT project 008:; Barcelona, 2001, 264 pages.8Commission of the European Communities; The connect initiative (1991-2001):http://europa.eu.int/comm/education/connect/selection.html
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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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BODERLINE EUROPEANS: NATIONALISMS A
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9.Difference as Destabilizing Facto
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DIFFERENCE AS DESTABILISING FACTOR
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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