CIVIL VALUES AND COHABITATION: A RESPONSABILITY OF A JOINED AND DERIVATIVE EDUCATION

Abstract

The emphasis in the concepts of citizenship and coexistence (living together) has caused a new perspective in the education in values that it places in the first plane to the oriented purposes to optimize the most basic sense of the social thing, of the democratization, the respect to the diversity and the accomplishment of the rights of third generation, that is to say, of the respect, the recognition, the acceptance and the interaction with the other in cultural diversity surroundings. All this emphasizes the sense of the education in values like process of maturation and learning, oriented to use and to make axiological experience, respect to the citizen pacific coexistence. In this work we defend that the citizen coexistence is, in the first place, whereas coexistence, a qualified one —pacific— and, secondly, whereas citizen, a specified one, that is to say, relative to a coexistence space that it belongs to itself as own —the civic space, citizen—. By the fact of being a specified coexistence, the territorialized legal frame acquires the rank of substantive condition in the education for the citizenship like responsibility derived in order to bring up for the living together. But, as well, being a qualified coexistence, it is a responsibility shared that has an ethical component to manage the action. There is a social-ethical component in the education for the citizen coexistence, which arises directly from the sense of shared and derived responsibility, properties of the citizen pacific coexistence. On the one hand, this component of shared and derived responsibility moves away this formative activity, not only from a partial perspective that equalizes, in a reductionism way, education for the citizenship and political education, but the other partial perspective too, that equalizes it, in a opportunistic way, to a propagandist civic education guided to the compatible social-moral stereotypes partner to the ideological group in the power. By the other hand, that same component of shared and derived responsibility keeps joint the education for the citizenship and the idea of general education in value, regarding to the framework territorialized legal the pacific coexistence, that is what it does, to the education for the citizenship, a specified coexistence, but not an isolated one, and at the same time, a substantive part of the educational policy and politics. The education in values and the intercultural communication become the referring frame to the education for the pacific coexistence, with an interdisciplinary sense that it affects in a shared way to family, school and civil society and places to the professionals of the education and the State in a new challenge of «curricular architecture» before the condition of expert in education in values and the real opportunity of attending to pedagogically programmed centres. It is forced in the open and pluralistic society that the State develops the educational system and delimits its concern (what comes under the State’s jurisdiction) in education in values. But, at the same time, it is forced that the State causes and guarantees the exercise of the own functions of the civil society, the parents and the school in the education in values. In pedagogical perspective, the education for the citizen coexistence appears as well as a shared responsibility and as an exercise of education in values managed to use and to make axiological experience relative to the civic development, that it demands to us to identify the educational systems and the communities like instruments for development, identity and diversification within the territorialized legal framework; that is to say, like moral agents and educational focus for the civic development.