After the negative referenda May 2005 in France and in the Netherlands, and the no June 2008 in Ireland to the Lisbon Treaty, the problem of the popular legitimacy of the extended European cooperation has finally advanced on the agenda.
Generally, there is hardly any popular debate on the subject, and especially it can be maintained that the existing debate is not close enough to the fundamental issues of the values of the cooperation. The debate on the European soul (Jacques Delors 1992) and the equally necessary debate on the European spirit (Vaclav Havel, 1994), still have not gained ground in the public.
An extended debate on European identity is needed. A renewed, broad effort in the field of popular enlightenment is indispensable, if “Europe” shall be felt and seen as a home equal to the native country, and thereby promoting a new conception of European citizenship equalling that of national citizenship. The challenge is none less than securing a renewed educational effort, which will transcend a pragmatic and instrumental educational praxis in order to strengthen the development of a new European general adult education (Bildung). Without this cultural basis, political Europe stands on sand.
Within European popular enlightenment informers need to be informed, activators to be activated, and teachers to be taught. Innovative high-quality courses with a potential for broad dissemination are badly needed. We think that EU’s Grundtvig-action could support such an initiative.
The contents and form of such courses must be seen as an entity, marked by
· A basis of ideas that build upon enlightenment and education traditions from Nordic countries as well as from other parts of Europe. These ideas emphasize spiritual freedom, personal authority, a living democracy, cultural coherence, and social justice;
· Activities that in terms of contents throw light on relations between the existential, cultural, and societal levels with a focus on views of life, historical consciousness, cultural insight, and clear conceptual aims.
· In terms of mediation and didactics these activities build upon the humanistic pedagogical tradition, where existentialist, hermeneutical, and narrative sequences of teaching are essential.
Interfolk will in the coming period give priority to establish an European partnership circle that together must determine the final application to the Grundtvig programme.
