WHITE PAPER ON INTERCULTURAL DIALOGUE
CM(2008)30 final 2
May 2008
“Living Together As Equals in Dignity”
EXCERPTS relating to
education and school. (t origineel is natuurlijk onleesbaar lang, maar
wel zeer terzake en ook terzakekundig; vandaar...) Oh ja, iedereen die
zegt dat "de multi-culturele samenleving" is mislukt, moet volgens mij
ook vertellen hoe het dan wel moet, want multi-culturaliteit lost
zichzelf niet op... [zie hierover het stukje "risks of non-dialogue"]...
[full version: english
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pdf ; français
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(1) Managing
Europe’s increasing cultural diversity – rooted in the history of our
continent and enhanced by globalisation – in a democratic manner has
become a priority in recent years. How shall we respond to diversity?
What is our vision of the society of the future? Is it a society of
segregated communities, marked at best by the coexistence of majorities
and minorities with differentiated rights and responsibilities, loosely
bound together by mutual ignorance and stereotypes? Or is it a vibrant
and open society without discrimination, benefiting us all, marked by
the inclusion of all residents in full respect of their human rights?
The Council of Europe believes that respect for, and promotion of,
cultural diversity on the basis of the values on which the Organisation
is built are essential conditions for the development of societies based
on solidarity.
(2) The
“White Paper on Intercultural Dialogue” presented here, emphatically
argues in the name of the governments of the 47 member states of the
Council of Europe that our common future depends on our ability to
safeguard and develop human rights, as enshrined in the European
Convention on Human Rights, democracy and the rule of law and to
promote mutual understanding. It reasons that the intercultural approach
offers a forward-looking model for managing cultural diversity. It
proposes a conception based on individual human dignity (embracing our
common humanity and common destiny). If there is a European identity to
be realised, it will be based on shared fundamental values, respect for
common heritage and cultural diversity as well as respect for the equal
dignity of every individual.
(3) Intercultural
dialogue has an important role to play in this regard. It allows us to
prevent ethnic, religious, linguistic and cultural divides. It enables
us to move forward together, to deal with our different identities
constructively and democratically on the basis of shared universal
values.
(4) Intercultural
dialogue can only thrive if certain preconditions are met. To advance
intercultural dialogue, the White Paper argues, the democratic
governance of cultural diversity should be adapted in many aspects;
democratic citizenship and participation should be strengthened;
intercultural competences should be taught and learned; spaces for
intercultural dialogue should be created and widened; and intercultural
dialogue should be taken to the international level.
(5) The
White Paper is built on the solid foundations of the Council of Europe
acquis. It takes account of the rich material from consultations with
many stakeholders – including partners from regions outside Europe –
held in 2007. In that sense, it is in many ways a product of the
democratic deliberation which is at the heart of intercultural dialogue
itself.
(6) The
White Paper responds to an increasing demand to clarify how
intercultural dialogue may help appreciate diversity while sustaining
social cohesion. It seeks to provide a conceptual framework and a guide
for policy-makers and practitioners. However, intercultural dialogue
cannot be prescribed by law. It must retain its character as an open
invitation to implement the underlying principles set out in this
document, to apply flexibly the various recommendations presented here,
and to contribute to the ongoing debate about the future organisation of
society.
(7) The
Council of Europe is deeply convinced that it is our common
responsibility to achieve a society where we can live together as equals
in dignity.
2.4 The
risks of non-dialogue
(43) The risks of non-dialogue need to be fully appreciated. Not
to engage in dialogue makes it easy to develop a stereotypical
perception of the other, build up a climate of mutual suspicion, tension
and anxiety, use minorities as scapegoats, and generally foster
intolerance and discrimination. The breakdown of dialogue within and
between societies can provide, in certain cases, a climate conducive to
the emergence, and the exploitation by some, of extremism and indeed
terrorism. Intercultural dialogue, including on the international plane,
is indispensable between neighbours.
(44) Shutting the door on a diverse environment can offer only an
illusory security. A retreat into the apparently reassuring comforts of
an exclusive community may lead to a stifling conformism. The absence of
dialogue deprives everyone of the benefit of new cultural openings,
necessary for personal and social development in a globalised world.
Segregated and mutually exclusive communities provide a climate that is
often hostile to individual autonomy and the unimpeded exercise of human
rights and fundamental freedoms.
(45) An absence of dialogue does not take account of the lessons
of Europe’s cultural and political heritage. European history has been
peaceful and productive whenever a real determination prevailed to speak
to our neighbour and to co-operate across dividing lines. It has all too
often led to human catastrophe whenever there was a lack of openness
towards the other. Only dialogue allows to live in unity in diversity.
3. Conceptual framework
3.1 The notion of intercultural dialogue
(46) For the purpose of this White Paper, intercultural dialogue
is understood as a process that comprises an open and respectful
exchange of views between individuals and groups with different ethnic,
cultural, religious and linguistic backgrounds and heritage, on the
basis of mutual understanding and respect. It requires the freedom and
ability to express oneself, as well as the willingness and capacity to
listen to the views of others. Intercultural dialogue contributes to
political, social, cultural and economic integration and the cohesion of
culturally diverse societies. It fosters equality, human dignity and a
sense of common purpose. It aims to develop a deeper understanding of
diverse worldviews and practices, to increase co-operation and
participation (or the freedom to make choices), to allow personal growth
and transformation, and to promote tolerance and respect for the other.
(47) Intercultural dialogue may serve several purposes, within
the overriding objective to promote full respect for human rights,
democracy and the rule of law. It is an essential feature of inclusive
societies, which leave no one marginalised or defined as outsiders. It
is a powerful instrument of mediation and reconciliation: through
critical and constructive engagement across cultural fault-lines, it
addresses real concerns about social fragmentation and insecurity while
fostering integration and social cohesion. Freedom of choice, freedom of
expression, equality, tolerance and mutual respect for human dignity are
among the guiding principles in this context. Successful intercultural
dialogue requires many of the attitudes fostered by a democratic culture
– including open-mindedness, willingness to engage in dialogue and allow
others to express their point, a capacity to resolve conflicts by
peaceful means and a recognition of the well founded arguments of
others. It contributes to strengthening democratic stability and to the
fight against prejudice and stereotypes in public life and political
discourse and to facilitating coalition-building across diverse cultural
and religious communities, and can thereby help to prevent or
de-escalate conflicts – including in situations of post conflict and
“frozen conflicts”.
(48) There is no question of easy solutions. Intercultural
dialogue is not a cure for all evils and an answer to all questions, and
one has to recognise that its scope can be limited. It is often pointed
out, rightly, that dialogue with those who refuse dialogue is
impossible, although this does not relieve open and democratic societies
of their obligation to constantly offer opportunities for dialogue. On
the other hand, dialogue with those who are ready to take part in
dialogue but do not – or do not fully – share “our” values may be the
starting point of a longer process of interaction, at the end of which
an agreement on the significance and practical implementation of the
values of human rights, democracy and the rule of law may very well be
reached.
3.2
Identity-building in a multicultural environment
(49) Individual human dignity is at the foundation of society.
The individual, however, is not as such a homogeneous social actor. Our
identity, by definition, is not what makes us the same as others but
what makes us unique. Identity is a complex and contextually sensitive
combination of elements.
(50) Freedom to choose one’s own culture is fundamental; it is a
central aspect of human rights. Simultaneously or at various stages in
their lives, everyone may adopt different cultural affiliations. Whilst
every individual, to a certain extent, is a product of his or her
heritage and social background, in contemporary modern democracies
everyone can enrich his or her own identity by integrating different
cultural affiliations. No one should be confined against their will
within a particular group, community, thought-system or world view, but
should be free to renounce past choices and make new ones – as long as
they are consistent with the universal values of human rights, democracy
and the rule of law. Mutual openness and sharing are twin aspects of
multiple cultural affiliation. Both are rules of coexistence applying to
individuals and groups, who are free to practise their cultures, subject
only to respect for others.
(51) Intercultural dialogue is therefore important in managing
multiple cultural affiliations in a multicultural environment. It is a
mechanism to constantly achieve a new identity balance, responding to
new openings and experiences and adding new layers to identity without
relinquishing one’s roots. Intercultural dialogue helps us to avoid the
pitfalls of identity policies and to remain open to the challenges of
modern societies.
[…]
3.5 The
religious dimension
(70) Part of Europe’s rich cultural heritage is a range of
religious, as well as secular, conceptions of the purpose of life.
Christianity, Judaism and Islam, with their inner range of
interpretations, have deeply influenced our continent. Yet conflicts
where faith has provided a communal marker have been a feature of
Europe’s old and recent past.
(71) Freedom of thought, conscience and religion is one of the
foundations of democratic society and protected by Article 9 of the European
Convention on Human Rights. This freedom is one of the most vital
elements referring to the identity of believers and their conception of
life, as it is also for atheists, agnostics, sceptics and the
unconcerned. While guaranteeing this freedom, Article 9 does allow that
the manifestations of expression of this freedom can be restricted under
defined conditions. The issue of religious symbols in the public sphere,
particularly in education, has been addressed by the European Court
of Human Rights. Because of the relative lack of consensus on
matters of religion across the member states, the Court has tended to
give to states a large – though not unlimited – “margin of appreciation”
(i.e. discretion) in this arena.
[…]
(73) The San Marino Declaration (2007 on
the religious dimension of intercultural dialogue affirmed that
religions could elevate and enhance dialogue. It identified the context
as a shared ambition to protect individual human dignity by the
promotion of human rights, including equality between women and men, to
strengthen social cohesion and to foster mutual understanding and
respect. In the San Marino Declaration, the religious and
civil-society representatives present welcomed the interest of the
Council of Europe in this field; they recognised that the Council of
Europe would remain neutral towards the various religions whilst
defending the freedom of thought, conscience and religion, the rights
and duties of all citizens, and the respective autonomy of state
and religions. They considered that there is a need for appropriate fora
to consider the impact of religious practice on other areas of public
policies, such as health and education, without discrimination and with
due respect for the rights of non-believers. Those holding non-religious
worldviews have an equal right to contribute, alongside religious
representatives, to debates on the moral foundations of society and to
be engaged in forums for intercultural dialogue.
(74) On 8 April 2008, the Council of Europe
organised, on an experimental basis, an exchange on the religious
dimension of intercultural dialogue on the theme “Teaching religious
and convictional facts. A tool for acquiring knowledge about religions
and beliefs in education; a contribution to education for democratic
citizenship, human rights and intercultural dialogue.” Member and
observer states of the Council of Europe as well as the Organisation’s
institutional partners, the European Commission, representatives of the
religions traditionally present in Europe and of other beliefs,
representatives of INGOs/NGOs, experts and representatives of the media
participated in the “Exchange”. An innovative and experimental event,
its main aim was to promote and strengthen the Council of Europe’s
fundamental values – respect for human rights, promotion of democracy
and the rule of law – thus contributing to fostering within European
society mutual respect and awareness, tolerance and understanding. The
exercise associated representatives of religions and other actors of
civil society, including representatives of other beliefs, with this
objective, by involving them in open, transparent dialogue on a theme
rooted with those values. The purpose was not to engage in theological
debate, nor to become the framework of an interconfessional dialogue.
4.3.2
Primary and secondary education
(97) In a multicultural Europe, education is not only preparing
for the labour market, supporting personal development and providing a
broad knowledge base; schools are also important fora for the
preparation of young people for life as active citizens. They are
responsible for guiding and supporting young people in acquiring the
tools and developing attitudes necessary for life in society in all its
aspects or with strategies for acquiring them, and enable them to
understand and acquire the values that underpin democratic life,
introducing respect for human rights as the foundations for managing
diversity and stimulating openness to other cultures.
(98) Within the formal curriculum, the intercultural dimension
straddles all subjects. History, language education and the teaching of
religious and convictional facts are perhaps among the most relevant.
Education as to religious and convictional facts in an intercultural
context makes available knowledge about all the world religions
and beliefs and their history, and enables the individual to understand
religions and beliefs and avoid prejudice. This approach has been taken
by the Parliamentary Assembly of the Council of Europe, the European
Court of Human Rights and ECRI. In 2007, the European Ministers of
Education underlined the importance of measures to improve understanding
between cultural and/or religious communities through school education,
on the basis of shared principles of ethics and democratic citizenship;
regardless of the religious education system that prevails, tuition
should take account of religious and convictional diversity.
5.3
Learning and
teaching intercultural competences
(151) The learning and teaching of intercultural competence is
essential for democratic culture and social cohesion. Providing an
quality education for all, aimed at inclusion, promotes active
involvement and civic commitment and prevents educational disadvantage.
This policy approach can be translated into a number of basic
recommendations and guidelines, addressed to public authorities and
institutions of formal education, but also to civil society – including
minority and youth organisations – as well as the media, social and
cultural partners and religious communities engaged in non-formal or
informal education.
(152) Public authorities, civil-society organisations and other
education providers should make the development of intercultural
dialogue and inclusive education an important element at all levels.Intercultural
competences should be a part of citizenship and human-rights education.
Competent public authorities and education institutions should make full
use of descriptors of key competences for intercultural communication in
designing and implementing curricula and study programmes at all levels
of education, including teacher training and adult education programmes. Complementary
tools should be developed to encourage students to exercise independent
critical faculties including to reflect critically on their own
responses and attitudes to experiences of other cultures. All students
should be given the opportunity to develop their plurilingual
competence. Intercultural learning and practice need to be introduced in
the initial and in-service training of teachers. School and family-based
exchanges should be made a regular feature of the secondary curriculum.
(153) Human rights education, learning for active citizenship and
intercultural dialogue can greatly benefit from a wealth of existing
support material, including “Compass”
and “Compasito”,
two manuals on human rights education with young people and for children
provided by the Council of Europe.
(154) Educational establishments and all other stakeholders
engaged in educational activities are invited to ensure that the
learning and teaching of history follow the recommendations of the
Committee of Ministers on history teaching and focus not only on the
history of one’s own country, but include learning the history of other
countries and cultures, as well as how others have looked at our own
society (multiperspectivity), at the same time being attentive to the
respect of the fundamental values of the Council of Europe and include
the dimension of human rights education.37
(155) Knowledge of the past is essential to understand society as
it is today and to prevent a repeat of history’s tragic events. In this
respect, competent public authorities and education institutions are
strongly encouraged to prepare and observe an annual “Day
of Remembrance of the Holocaust and for the Prevention of Crimes against
Humanity”, on a date chosen in the light of each country’s history.
Such an event can draw on the Council of Europe’s project on “Teaching
remembrance – Education for prevention of crimes against humanity”,
which was designed to help school pupils to find out about and
understand the events that darkened European and world history and to
recognise the uniqueness of the Shoah as the first deliberate attempt to
exterminate a people on a global scale; to raise awareness of all of the
genocides and crimes against humanity that marked the 20th century; to
educate pupils about how to prevent crimes against humanity; and to
foster understanding, tolerance and friendship between nations, ethnic
groups and religious communities, while remaining faithful to the
Council of Europe’s fundamental principles.
(156) An appreciation of our diverse cultural background
should include knowledge and understanding of the major world religions
and non-religious convictions and their role in society. Another
important aim is to instil in young people an appreciation of the social
and cultural diversity of Europe, encompassing its recent immigrant
communities as well as those whose European roots extend through
centuries.
(157) Appreciation of different expressions of creativity,
including artefacts, symbols, texts, objects, dress and food should be
incorporated into learning about one another. Music, art and dance can
be powerful tools for intercultural education.
(158) Competent public authorities are also invited to take into
account the effects of regulations and policies – such as visa
requirements or work and residence permits for academic staff, students,
artists and performers – on educational and cultural exchanges.
Appropriately designed regulations and policies can greatly support
intercultural dialogue.
Table of contents
Dialogue–A Key to Europe's Future
1.
Introduction
1.1
The Council of Europe and intercultural dialogue
1.2
The White Paper process
1.4
Key terms
2.
Embracing cultural diversity
2.1
Pluralism, tolerance and intercultural dialogue
2.2
Equality of human dignity
2.3
Standards and tools: the achievements of the Council of Europe over five
decades8
2.4
The risks of non-dialogue
3.
Conceptual framework
3.1
The notion of intercultural dialogue
3.2
Identity-building in a multicultural environment
3.3
Prior approaches to cultural diversity
3.4
The conditions of intercultural dialogue
3.4.1 Human rights, democracy and the rule of law
3.4.2 Equal dignity and mutual respect
3.4.3 Gender equality
3.4.4 Combating the barriers that prevent intercultural dialogue
3.5
The religious dimension
4.
Five policy approaches to the promotion of intercultural dialogue
4.1
Democratic governance of cultural diversity
4.1.1 A political culture valuing diversity
4.1.2 Human rights and fundamental freedoms
4.2
Democratic citizenship and participation
4.3
Learning and teaching intercultural competences
4.3.1 Key competence areas: democratic citizenship, language, history
4.3.2 Primary and secondary education
4.3.3 Higher education and research
4.3.4 Non-formal and informal learning
4.3.5 The role of educators
4.3.6 The family environment
4.4
Spaces for intercultural dialogue
4.5
Intercultural dialogue in international relations
5.
Recommendations and policy orientations for future action: the shared
responsibility of the core actors
5.1
Democratic governance of cultural diversity
5.2
Democratic citizenship and participation
5.3
Learning and teaching intercultural competences
5.4
Spaces for intercultural dialogue
5.5
Intercultural dialogue in international relations
6.
The way ahead
Appendix 1
Selected conventions, declarations, recommendations and other reference
texts of the Council of Europe relevant to intercultural dialogue39
Declarations of Summits, Ministerial Conferences and the Committee of
Ministers
Recommendations of the Committee of Ministers
Recommendations, resolutions and declarations of the Congress of Local
and Regional Authorities
Recommendations and declarations of the European Commission against
Racism and Intolerance (ECRI)
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