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4. CROSS-SYNTHESIS OF THE VALUES,
CULTURE, ART, EDUCATION AND SOCIETY POLE (VCAESP)
4.2 MOST FAVOURABLY EVALUATED PROPOSALS
VCAESP II. On Global Harmony
VCAESP.08. Strengthening cultural identity in face
of globalization. The globalization process has spread throughout
the world, and has stripped the character from rich cultures by
commercializing relations that before were based on community life,
on gratitude and on affectionate and symbolic exchanges. The economy-world
has also stimulated the appearance of a culture-world. However,
social and cultural movements and strong local identities have instigated
a cultural rebirth. “Essence’ can be found at the local
level, and ‘appearance’ at the global level. (16.10.)
VCAESP.09. Strengthening the cultural diversity
of different countries and regions, and stimulating cultural exchange.
Each culture has its history, its wealth and its singularity. It
is in its diversity that solutions for the great challenges of humanity
are found. However, defending diversity as a factor of cultural
enrichment, should not hinder cultural exchange, or the blind defence
of traditions. Some cultures experience rich narratives and myths,
while at the same time disrespect human rights. This is unacceptable.
For these cultures, experiencing cultural exchange can bring forth
parameters regarding unknown rights in their history. (16.08.)
VCAESP.10. Building a culture of peace. Our societies
practically don't know what lasting Peace is. The culture of Peace
should be one of the most important banners, and not only so that
the Empire can reign over the consensus and silence of the dominated,
but as a condition for constructing a happier society in all fields
of human activities and life. Art, as builder of communities of
emotion, as a celebration of collectivity, could play a fundamental
role – as an aggregating essence and Peace builder. In this
sense, campaigns for peace, movements for art and peace in schools,
art and peace meetings among young people, symbolic actions for
peace and movements against disarmament could be carried out. (16.14.)
VCAESP.11. From an international perspective of
education, within the framework of an alternative globalisation,
we must think of an education which promotes the development of
the civil society on a national, regional and planetary scale by
taking care of the different cultural ways of appropriation of reality
and the defence of the rights related to the different cultural
identities. (25.01.)
VCAESP.12. Promoting
at a world scale an in depth revision of the guidelines, parameters
and criteria that govern science, research and production of knowledge.
As long as science continues with the same paradigms of positivism
and the knowledge “fragmented into watertight compartments”
their members (mostly educators and researchers) will continue to
hinder an equitable, fair and united development of the planet.
(Article suggested by a participant for proposal 25.)
VCAESP.13. Promoting
a universal humanism. Proposing a common trunk of knowledge for
all the university students and teachers in the world in order to
contribute to the creation of a peaceful globalisation with a programme
in two main parts: a) a large unitary recount of all the sciences:
elements of physics and astrophysics (the formation of the universe),
chemistry, biology (birth of life on Earth and the evolution of
species), general anthropology, agronomy, medicine and the passage
to culture with the relation of man with the Earth, with life and
humanity itself; b) an atlas of the mosaic of human cultures: elements
of geography and history of the families of languages and their
evolution, elements of religions (polytheisms, monotheisms, pantheisms,
atheisms), elements of political sciences (different kinds of governments);
elements of economics (the distribution of wealth in the world);
selected masterpieces of the world wisdoms and the fine arts (literature,
music, painting). (Article suggested by a participant
for proposal 26.)
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