European Identity - Individual, Group and Society - HumanitarianNet

24 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYmixed (European and global) salad in which every element is stillrecognizable. It is not about creating a European or global colourlessmelting pot in which identities and personalities disappear and areultimately lost”.To share experiences that allow a European cultural identityIn this book we aimed at developing one of the topics and aproposal of integration models from various perspectives. The chapterentitled European Pacifism, Builder of Transversal and GlobalizedIdentities includes the Spanish version suggested by Professor MarioLópez Martínez, from the Instituto de la Paz y los Conflictos, Universityof Granada (Spain) and the British version proposed by ProfessorLadislas Bizimana from the Centre for Conflict Resolution, Departmentof Peace Studies, from the University of Bradford (United Kingdom). Inthese chapters, analyses, judgements and alternatives which promotepeace education in the educational processes are offered. So areelements associated with a peace culture, understanding this concept assomething much wider than the mere absence of war: a positive peacewhich fulfils all the necessary requirements for a fair and sustainablehuman development, this is, a type of development which aims at thesatisfaction of basic human needs. This widening of the notion of peaceruns parallel to that of violence, which would be defined as everythingthat, being avoidable, hinders human development. Axiological,epistemological and methodological aspects about peace and violencewhich help develop a European integration model are explained.Ms Guida de Abreu, from the University of Luton (United Kingdom)also shared with us another interesting experience concerning theconstruction of European Identity. In her chapter she carries out an analysisin which she examines the meaning of “being European” for threePortuguese women living in Britain. What type of experiences allowedthem to build a European cultural identity? Following the analysis, and inorder to be able to discuss some of the implications for teacher training,the author focuses on how the process of migrating from Portugal toEngland has an impact on the development of the cultural identity ofPortuguese children and young people in British schools. Through theanalysis of issues related to the development of cultural identities, thesubject of EU identity and teacher training is dealt with.Finally, in the chapter by Mr Juan Vallés we have referred to the verypertinent contribution to European development by the business worldthrough the role of the “business firm”: the economic, social and legalunit conceived as a fundamental cell for the necessary social cohesion