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MANIPULATION, ARTIFICIAL MEANS, AND EDUCATION - page 36 / 42

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Globalization is not a strictly economic phenomenon. It reaches into the symbolic sphere, and entails much more than a hypothetical risk of colonization of the collective imagination.

Against this backdrop, here are a few ideas for an "education of identity":

*Identity is situated in the space of relational reciprocity, in a dynamic process. To isolate an individual from a cultural context is tantamount to isolating words from a linguistic context and language from the context of relations and things.

*This relationship is not only the inter-personal relationship of inter-subjective contact, it is also the radical relationship of those who strive together for truth. That is why authentic dialogue will only weaken identities that are weak of themselves. It has nothing in common with compromise and diplomatic negotiations, it does not tend towards an agreement. Authentic dialogue strives for a shared recognition of truth.

*Education of a critical sense is essential for any authentic dialogue, just as it is for any true religious experience.

The (Christian) pedagogy of identity

A Christian pedagogy of identity should be

*open, respectful, willing to learn

*clearly stated, sound, eager to communicate

*convinced that the multi-culturality/identity relationship is not only a chapter of social policy, but also an important theme for the pedagogy and anthropology of the human person: family, school, church...

*Aimed at forming cultures that are both cosmopolitan and local; able to educate in and for diversity with knowledge, respect, curiosity, dialogue, reciprocity.

Integration into the fabric of the local Church community means that we must value anthropological-cultural catholicity (which is much more difficult than geographical-universal catholicity). It is an intra and inter-community responsibility, an endeavor to build a communicative, narrative, symbolic community.

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