scholarly journals Case 2: The European Citizen Campus

2021 ◽  
pp. 98-124
Keyword(s):  
European Citizen

The Birth of the European Citizen Out of the Dutch No Vote

2005 ◽  
Vol 1 (3) ◽  
pp. 406-411 ◽  
Author(s):  
Herman van Gunsteren
Keyword(s):  
Political Life ◽  
Dutch Government ◽  
European Citizen

Dutch government disoriented and confused. Confusion and surprise are normal. Confusion becomes visible. Gapap between authorities and people is part of political life. Citizenship aspects. Citizenship cannot be produced. Community of fate. Institutions and routines needed.

CHALLENGES FOR EDUCATION – INNOVATION, SKILLS AND EFFICIENCY

2021 ◽  
Vol 12 (2) ◽  
pp. 314-318
Author(s):  
Nevena Gushkova ◽  
Keyword(s):  
School Environment ◽  
Personal Development ◽  
Soft Skills ◽  
Evolutionary Process ◽  
Traditional Education ◽  
Full Potential ◽  
Teachers And Students ◽  
Education Innovation ◽  
The Times ◽  
European Citizen

This article presents new trends and challenges for education – effective and necessary for the times in which we live. Today, more than ever, as professional teachers, we need to guarantee every student and parent the values of education and a calm school environment. We need new tools to meet new challenges, to stimulate and inspire our students so that they can reach their full potential, feeling confident and at ease that they are in safe hands. Diversity today is the focus of the evolutionary process of quality, which is certainly difficult, problematic, painful, and yet real. We need to apply strategies, methods that prepare pedagogical specialists to apply traditional education in a new, modern way, emphasizing the positive. It is important to skilfully develop our digital skills that will be useful in classroom work and personal development of teachers and students, worthy of every European citizen. A priority for new trends in education is positive education, building strong teachers with „soft skills“ and the opportunity to always face the challenge of flexibility, looking for non-standard solutions, changing plans, taking advantage of all opportunities in the environment, and helping. The article focuses on the possibility of building „soft skills“ in teachers and students working on a common goal – building mutual trust, discipline, perseverance, motivation, and interest in learning.

Scanning for argument: the argument was relatively well signalled by the introduction and the headings. What is the main argument? The following has been divided into proposition and evidence supporting it. Many readers do not differentiate the two which is a major error and leads to confusion and misunderstanding. A proposition is a statement being put forward as a point in argument construction. It can be given strength by evidence supporting it. • Proposition 1, para 2: The Maastricht Treaty was not the remarkable diplomatic achievement it was claimed to be. Evidence: street reaction apathetic, confused, hostile, fearful: (i) Danes voted against it; (ii) French approved it marginally (1%); (iii) commentators at the time said that if there had been greater scrutiny in Great Britain and Germany the outcome would have been uncertain; (iv) even those supporting it were just plain greedy. • Proposition 2, para 3: There was a ‘growing disillusionment with the European construct as a whole’. • Proposition 3, para 3: The ‘moral and political legitimacy’ of the European construct is in decline. Evidence: There is ‘a sense of disempowerment of the European citizen’ which has many roots, but three stand out: (i) democratic deficit; (ii) remoteness; (iii) competencies of union. • Conclusion: a package of three proposals (a limited ballot by citizens concerning legislation; internet access to European decision making; establishment of a constitutional council), taken from research, initiated by the European Parliament, can make a real difference to increase the power of the European citizen without creating a political drama. The argument as set out in the introduction (in paras 1–3) The Maastricht Treaty was not the diplomatic achievement it was claimed to be. The European citizen continues to be disempowered. There remains a growing disillusionment with the European construct as a whole which is suffering from a decline in its moral and political legitimacy. However, a package of three proposals (a limited ballot by citizens concerning legislation; internet access to European decision making; establishment of a constitutional council), taken from research, initiated by the European Parliament, can make a real difference to increase the power of the European citizen without creating a political drama.

2012 ◽  
pp. 197-197
Keyword(s):  
Decision Making ◽  
Great Britain ◽  
Political Legitimacy ◽  
Internet Access ◽  
European Parliament ◽  
Maastricht Treaty ◽  
Democratic Deficit ◽  
Real Difference ◽  
Political Drama ◽  
European Citizen

4.1.3 Stage 3: understanding what you are reading • Guessing words that you do not know. Do not expect to know all the words read. Even as a more extensive vocabulary is acquired, there will be words that are not known. You may even have singled the following out already: Lexcalibur, democratic ‘deficit’, ‘competencies of the Union’, ‘specific gravity’ and ‘apocryphal statement’. • Identifying main ideas. Here, the main idea is that a package of three proposals (a limited ballot by citizens concerning legislation; internet access to European decision making; establishment of a constitutional council), taken from research, initiated by the European Parliament, can make a real difference to increase the power of the European citizen without creating a political drama. • Identifying subsidiary ideas. Here, that there could be potential clashes between the constitutional council and the function of the European Court of Justice. • Identifying overall text organisation. Every writer has a different way of organising, classifying and structuring their work. This needs to be ascertained by any reader who wishes to break successfully into the text. Here the author has clearly indicated structure through the headings and has discussed points in the order indicated. The writer is: discussing a specific problem; and proposing a solution to that problem. 6.4.1.4 Stage 4: evaluating what you are reading • Ascertaining the purpose of the writer. The writer wants to inform about something and indicate the correctness of a particular point of view. • Evaluating the argument(s) of the writer. The argument here is relatively easy to extract because the article is written in a punchy, journalistic style while keeping to headings. What is clear, however, is that the detail given to setting out the three proposals is not given to indicating evidence to support propositions—perhaps because the writer feels that many of his propositions are self-evident. Having ascertained the arguments, then it is up to the reader to decide what is thought. A student’s view of the argument of the writer is initially limited by their lack of knowledge of the issues spoken of. As research is continued in an area for an essay, more is learnt, more about competing views, and more about the area generally. Then, the student’s view of the argument may change. Even if an argument is preferred, it can still be a weak or strong argument either theoretically or practically. It can be weak because no evidence to show support for important propositions or ultimate conclusion has been put forward.

2012 ◽  
pp. 198-198
Keyword(s):  
Main Idea ◽  
Point Of View ◽  
Democratic Deficit ◽  
Not Given ◽  
Strong Argument ◽  
European Court ◽  
Stage 4 ◽  
Political Drama ◽  
Main Ideas ◽  
European Citizen

Euro-Centrism vs. International Thinking

2006 ◽  
Vol 12 ◽  
pp. 12-14
Author(s):  
Stefan Fersterer
Keyword(s):  
European Union ◽  
The Other ◽  
European Identity ◽  
The European Union ◽  
Other Hand ◽  
Familiar Environment ◽  
The One ◽  
European Citizen

If European people are asked to answer the question, “Which of your different identities has the highest rank in your personal sense: the local, the national or the European?”, a high percentage rate would definitely still report to the two former and only a minority would define themselves primarily as an European citizen. This is no surprise. On the one hand, one defines its identity through that origin, with which he or she has the strongest relation. On the other hand it is extremely difficult for a huge and often aloof entity like the European Union to develop a common European identity that evokes those impressions and sentiments that people combine with their familiar environment.

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