Abstract
The chapter draws links between the current political climate, dwindling solidarity and the struggles for achieving fully-fledged competence in education at European level. It unpacks the challenges and possibilities for fostering European spirit and solidarity through education, as advocated by the European Movement, triangulating the theoretical concepts of Durkheim to understand solidarity, Hegel for input on how individuals relate to their society, and Habermas on citizens’ participation in the public sphere and the role of learning processes. The chapter considers the linkage between education and nation building and what it implies for the EU today in the face of the crises, when a demand for European solidarity is high but in short supply. The chapter proposes that despite its complications education is still a valuable resource for fostering European solidarity and suggests how the EU can navigate and approach education policy to stimulate civic engagement that leads to greater solidarity.
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Notes
- 1.
European Governance: A White Paper, Commission of the European Communities, COM(2001) 428, Brussels, 25 July 2001.
- 2.
A Resolution of the Ministers of Education, meeting within the Council, followed in June 1974 on cooperation in the field of education. The member states also adopted two action programmes: The Social Action Programme in 1974 and the Education Action Programme in 1976. The latter action programme set up an Education Committee and addressed: better facilities for the education and training of nationals and the children of nationals of other member and non-member states; the promotion of closer relations between educational systems in Europe; the compilation of up-to-date documentation and statistics on education; cooperation in higher education; the teaching of foreign languages; and equal opportunities for free access to all forms of education.
- 3.
In this argument, the author recognises that the negotiations towards the UK’s exit from the EU have required the unravelling of a complex web of national and EU policies and legislation that indicates a certain extent of interdependence between the UK and the EU. However, negotiations have been complex in order to obtain an adequate deal between the two parties and if such a deal is not achieved, the UK will still be able to leave the EU without a deal.
- 4.
- 5.
Taking place within the framework of education systems from primary school through to university, including technical and professional training.
- 6.
Educational activities organised outside the formal education system that have clear learning outcomes and objectives.
- 7.
The lifelong learning process by which individuals acquire knowledge, skills and experience through social interactions and from the individual’s surrounding environment and community.
- 8.
In this context, it is not however omitted that citizens from lower socio-economic backgrounds are seen to be disadvantaged in the accessibility of ICT equipment to participate in online learning. In this respect, there is a risk of increasing inequalities, unless these aspects are addressed and ICT equipment and internet becomes accessible to all.
- 9.
Ivory Tower: Crumbling or Tumbling? An interview with Andrew Rossi by Dennis West, Cineaste, XXXIX(4), 2014.
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St. John, S.K. (2021). Past and Present Challenges, and Future Opportunities, for Engaging Education to Address the Solidarity Crisis. In: Education and Solidarity in the European Union. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-63042-3_9
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