|A Sense of Belonging - Guidelines for Values for the Humanistic and International Dimension of Education (CIDREE - UNESCO, 1983, 31 p.)|
Whether or not as a reaction to all or some of the points listed in Section 2 almost all European countries are in the process of renovating or adapting their education systems in order to respond to the likely requirements of the twenty-first century. In that process it is increasingly obvious that responses to the challenges can no longer be found in a strictly national context, but require intensive international cooperation and coordination9. It is equally obvious that attending to curriculum content only in terms of information, concepts and skills will fail to develop sufficiently the dispositions necessary for life in an increasingly diverse society. Norway and Spain provide two examples of countries where specific attention is being given to the values dimension of the curriculum.
9 UNESCO Proposal for a new European Programme in the Field of Education 1990
In Europe, political, cultural and educational renovation is perhaps most marked in those Central and Eastern European states moving through a period of transition from totalitarianism to pluralism and to a market economy. Such a move creates many difficulties. An unconsidered acceptance of what are perceived as Western European freedoms may not promote new ways of thinking. The encouragement of critical autonomous thought and the establishment of a firm base for civic education of the kind that supports, sustains and develops the twin ideals of plurality and cooperation are essential if the simplistic replacement of one set of ideological beliefs with another is to be avoided. The realization that the worst aspects of a market economy, including unemployment and inflation, may lead to short-term solutions which could obstruct the search for those values on which to build new democracies. It is therefore important that all education systems regard with priority the development of a coherent long-term plan.