VALUE TENSIONS IN EUROPEAN IDENTITY CONSTRUCTION

Katri JokikokkoMari MielityinenRauni Räsänen

Human rights process and values

1. Different stages and tensions the stage of civic and political rights the stage when human rights were

extended to economic, social, cultural and educational rights

the stage when human rights were extended to include collective human rights

Human rights process and values

2. Ethical guidelines willing and motivated to co-operate treating others as subjects commitment to equity commitment to mutual learning and dialogue commitment to peace and non-violence commitment to seek sustainable

development (cultural, social, ecological, economic)

Inclusive, not exclusive

From liberalism to neoliberalism Liberalism:

roots in Enlightenment and reformation of church

individual equality, tolerance, freedom financial liberality (?)

Neoliberalism right of property for few people worth as human being estimated

according to his/her importance in market

competition

What does this mean for equality in school? schooling organized according to the

same principles as in market tests, ranking lists pupils selected according to their

abilities and competencies and parents’ economic status

Keywords freedom and autonomy : what is to be chosen?

Arguments on the values of Finnish Youth(Kallio 2004) Youth’s values are paradoxical – clear basic/core values

are missing Young people’s values are accordant with Western

Democracy, however, the values are becoming harder Moral Education is in the state of pluralism; a young

person has to define his/her own morality independently Curriculum aims at developing the skills, which are

linked to adults, not adolescence in developmental psychology

Plural moral education conflicts with United Nations’ declaration of human rights which expects common

value basis

Six attitude - dimensions that illustrate the value basis of Finnish young people (Helve 2000)

1. Humanists/ Advocates of equity 2. Conservative traditionalists 3. "Green" 4. Passive cynic 5. International globalists 6. Racists

Example of one integrating theme in Finnish national curriculum:Active citizenship and enterprise

The aim of this theme is to help students to understand society from the perspective of various actors and develop those competences that are needed in active participation and create basis for such ways of action which support enterprise. School's culture and methods have to support students' independency, sense of direction, initiative and co-operation skills and help them to form a realistic picture of their own possibilities to participate and change issues in society

Aims of the theme ”Active citizenship and enterprise”

A student learns to understand the significance, functions and needs of the

school community, public sector, economic life and various organisations, from the perspective of society's functionality.

create one's own critical opinion by exploiting various sources of expertise.

participate in a meaningful way and take responsibility for common issues in one's own school and local community.

encounter and handle changes, insecurity and contradictions and act intiatively and enterprisingly.

act innovatively and persistent in order to reach the goals and evaluate one's own actions and their consequences.

know enterprise and working life and understand their significance for individuals and society.

Contents of the theme ”Active citizenship and enterprise”

Basic knowledge on the functioning and distribution of work in school community, public sector and economomic life as well as in various organisations.

The significance of democracy in community and society Various ways of participating and influencing in civic

society Networking in order to contribute to one's own and

common well-being. Participating and influencing in one's own school and

immediate surroundings and evaluating the influence of one's own actions.

The significance of enterprise for the society; basis knowledge on entreprise as a profession

Questions Are the neoliberalistic values visible in the

educational policy and practices of your country? If yes, what are those values?

Are there tensions between the values of human rights process and neoliberalistic values?

Are there similar tendencies of value confusion among the young people of your countries? What impact do these tensions and confusions have on future?