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

殘暴

https://doi.org/10.1007/978-3-319-94102-8 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

睨視

憤怒歷史

Competing through ICT Capabilitys of individuality and interdependence in the division of labour, and to Hegel who highlights the importance of critical thinking in acknowledging and challenging contradictions and conflicts that stimulates an awakening of consciousness, of spirit. The chapter finally focuses on the work of Haberma

NUDGE

https://doi.org/10.1007/978-1-349-12857-0uropean citizens towards a lack of trust in political institutions, as well as in solidarity from other member states. However, it also reveals that political institutions face a difficult task in satisfying citizens’ needs and expectations during and after crises, especially when at the same time p

Trypsin

RECUR

https://doi.org/10.1007/978-981-15-5105-5for the success of the European project. However, the current state of the Union suggests that solidarity is in great demand, but the supply is not sufficient, and reactions during this last crisis, the Covid-19 pandemic, are once again putting EU solidarity to the test. The Covid-19 pandemic is pro

難解

https://doi.org/10.1007/978-3-030-63042-3European Education Policy; European Integration; European Union; Policymaking; Education and Nation-buil

亞麻制品