Titlebook: Education and Solidarity in the European Union; Europe’s Lost Spirit Sarah K. St. John Book 2021 The Editor(s) (if applicable) and The Auth

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Introduction,looks ahead to propose how, through lessons learnt, the EU can navigate education policy in such a way that it still has an important role to play in the processes of civic participation and solidarity-building. This introduction outlines the content and structure of the book in line with these aims.

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Decimate

Priapism

An Intellectual Hub for Europe: The College of Europe and the European Universitytom, it faced notable hesitation from member states, in which opinions diverged more frequently than they converged. This is telling of policy development in education at European level in general, especially as the project’s coordination subsequently shifted from the supranational context of the European Community to an intergovernmental context.

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Introduction,ssigned to varying forms of education in early discussions on European integration to foster the European spirit needed to create a cohesive union of states with a common outlook and mission. It draws on the current political landscape to highlight the effects of weak or non-existent European spirit

Infusion

Education and the European “Idea” (1945–1956)ssful. Education was identified as a means to fostering such a European consciousness. The chapter uncovers a marked sensibility for education during the post-war period until the formal creation of the European Community, with a clear cultural objective attached to the activities proposed. States w

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Hyperopia

Developing a Community Level Education Policy, 1971–Present of education, notably following the “Janne Report” of 1973 that pinpointed the basic elements of an education policy at Community level. The chapter covers the two action programmes that followed, the Social Action Programme and the Education Action Programme, which helped to cement Community activ

要素

An Intellectual Hub for Europe: The College of Europe and the European University 1976, to demonstrate the dynamics at play when the European Community and the member states collaborate on a concrete initiative in the field of education. The chapter highlights the complexities of harmonising aspects of education across borders due to the diversity among education systems. Moreov

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