torun

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Co-operation and Dialogue in Adult Education in Europe 21-23 October 2004 Torun, Poland

Introduction: 

Introduction The presentation must not be a systematic processing of the subject, it can only be a mere draw of attention to a few important points of view adult learning can be involved in. 1. I am going to talk about the general approach of thinking as responsible citizens 2. I am going to talk about the professional approach of adult educators and 3. I am going to talk about what the EAEA can do and did for the sake of co-operation and dialogue development as an organisation

The view of the “Homo politicus”: 

The view of the “Homo politicus” The major contemporary civilisations are the following: Cinic. A single Chinese civilization dates back to 1500 B.C at the latest. Hindus have existed on the Subcontinent since 1500 B.C at the latest. Islamic. Originating from the Arabian Peninsula in the seventh century A.D. Western civilization is usually dated to have emerged about A.D. 700 Various researchers distinguish a separate Orthodox civilisation centred in Russia Latin American (could be considered as either a sub-civilization within Western, or a separate one) African. Most major scholars except Braudel refuse to recognise a distinct African civilisation Resource: The Clash of Civilizations and the Remarking of the Worlds Order Samuel Hungtington, 1996

Culture and cultural identities,which are at the broadest level civilisation identities, shape the patterns of cohesion, disintegration, and conflict inthe post-Cold War world.: 

Culture and cultural identities, which are at the broadest level civilisation identities, shape the patterns of cohesion, disintegration, and conflict in the post-Cold War world. I: For the first time in history global politics is both multi-polar and multi-civilisational. II: The balance of power among civilisations is shifting: the West is declining in relative influence. III: A civilisation-based world order is emerging: Societies sharing cultural affinities co-operate with each other.

Culture and cultural identities,which are at the broadest level civilisation identities, shape the patterns of cohesion, disintegration, and conflict inthe post-Cold War world.: 

Culture and cultural identities, which are at the broadest level civilisation identities, shape the patterns of cohesion, disintegration, and conflict in the post-Cold War world. IV: The West’s universalists pretensions increasingly bring it into conflict with other civilisations, most seriously with Islam and China. V: The survival of the West depends on Americans reaffirming their Western identity and Westerners accepting their civilisation as unique and not universal. Resource: Hungtinton, S.P. (1996). The Clash of civilizations and the remaking of the world order. Simon & Schuster: New York.

Dialogue between the European Dreamand the American Dream: 

Dialogue between the European Dream and the American Dream The American Dream is far too centred on personal material advancement and too little concerned with the broader human welfare to be relevant in a world of increasing risk, diversity, and interdependence. The European Dream emphasises: community relations over individual autonomy, cultural diversity over assimilation, quality of life over the accumulation of wealth, sustainable development over unlimited material growth, deep play over unrelenting toil, universal human rights and the rights of nature over property rights and global co-operation over the unilateral exercise of power. Resource: Rifkin, Jeremy(2004). The European Dream. How Europe’s vision of the future is quietly Eclipsing the American Dream. Penguin Group: New York.

If the European Dream represents the end of one history, it also suggests the beginning of another.: 

If the European Dream represents the end of one history, it also suggests the beginning of another. What becomes important in the new European vision of the future is personal transformation rather than individual material accumulation. The new dream is focused not on amassing wealth but, rather, on elevating the human spirit. The European Dream seeks to expand human empathy, not territory. It takes humanity out of the materialist prison in which it has been bound since the early days of the eighteenth-century Enlightenment and into the light of a new future motivated by idealism. Resource: Rifkin, J.(2004). The European Dream. How Europe’s vision of the future is quietly Eclipsing the American Dream. Penguin Group: New York.

European perspective and the enlargement: 

European perspective and the enlargement Challenges of the co-operation and dialogue: Emil Niederhauser’s book on History of Eastern Europe: National movement has been the most important for the last couple of centuries The balance of power within the area was crucial throughout the whole time between 500-2000 (Constantinople, German-Roman Empire between 500-1000), The Ottoman Empire, The Habsburg Monachy, Russia ( Soviet Union) Germany ( between 1000- 2000: Resource: History of Eastern Europe by Niederhauser Emil Budapest, 2001 ISBN 963 8312 71 8 .

Perspectives from adult learning:: 

Perspectives from adult learning: I. State and civil society – overcoming the historically authoritarian social structures and institutional mechanisms II. The culture of religiousness has to be involved in the dialogue and co-operation Priority: Western Christian and Orthodox dialogue Christian - Islamic dialogue

European Neighbourhood Policy (ENP): 

European Neighbourhood Policy (ENP) Countries: Eastern-Europe: Belarus, Moldova, Ukraine, Russia Mediterranean region: Algeria, Egypt, Israel, Jordan, Lebanon, Libya, Morocco, Syria and Tunisia South-Caucasus: Georgia, Armenia and Azerbaijan Resource: European Neighbourhood Policy, Strategy Paper Brussels 12.5.2004 COM (2004) 373 final

EAEA for the sake of co-operation and dialogue development: 

EAEA for the sake of co-operation and dialogue development European Civil Society Platform on Lifelong Learning The EAEA has successfully co-ordinated this NGO Platform of 6 European associations: CSR – Corporate Social Responsibility (see http://www.csreurope.org), EfVET – European Forum (www.efvet.org), EURO-WEA – European Workers Education Association (www.ifwea.org/euro-wea/), EVTA – European Vocational Training Association (see www.evta.net ) SOLIDAR (see www.solidar.org)

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The theme was “Basic Skills / Key Competences”; 60 examples of good practice examples in basic skills from the 6 associations were analysed for recommendations on implementation of best practice (see: ttp://www.eucis.net/Report25GP.pdf). European Civil Society Platform on Lifelong Learning: www.eucis.net).

 EAEA's co-operation and dialogue with the European Commission Lisbon Strategy: 

EAEA's co-operation and dialogue with the European Commission Lisbon Strategy The EAEA continued the co-operation in 5 of the 8 Work Groups of the European Commission, Directorate General Education and Culture; these Work Groups focus on the Concrete Objectives of Education and Training See:http://www.europa.eu.int/comm/education/policies/ 2010/objectives_en.html The Interim Report to the Heads of States summarize the Work Groups results http://www.europa.eu.int/comm/education/policies/ 2010/doc/jir_council_final.pdf on the EAEA "Policy" page: http://www.eaea.org/policy The statement of EAEA on the progress of work in the Concrete Objectives Programme in 2003: http://www.eaea.org/index.php?k=3265

 Work Plan 2005 of the EAEA: 

Work Plan 2005 of the EAEA EAEA’s co-operation with the European Parliament and other EU institutions To establish close relations with the Cultural and Educational Committee and with the Social Employment and Social Affairs Committee, also through joint action with the Social Platform. Building strategic partnership with other stakeholders of lifelong learning To establish partnership with the OECD, and to build up relationship with the World Bank, the ETF (European Training Foundation), and UNESCO. To continue partnership ERDI, EUCEN, EVTA, EfVET, EURO-WEA, SOLIDAR via the European civil Society Platform on Lifelong Learning and to build partnership with other networks and the members thereof.

 Work Plan 2005 of the EAEA: 

Work Plan 2005 of the EAEA European Year of Citizenship through Education. To co-operate with the Council of Europe in the European Year of Citizenship through Education and to combine it with Adult Learners’ Weeks in Europe. Education for Democratic Citizenship: Internet: http://www.coe.int/edc  For more information: www.eaea.org Janos Sz. Toth PhD EAEA