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In the last twenty years the educational policy of the European Union has sought two objectives: on the one hand, to make the citizens aware of the common European identity and on the other hand, to enable them to make Europe the most dynamic and competitive knowledge-based economy in the world. Education is seen as the most effective tool to face the current challenges in Europe in the context of globalization and economic crisis. It is therefore essential to raise the proper orientation to the present European Education crossroads. The hypothesis of this paper is that the education policy raised at European level does not respond with rigor and depth to the current challenges in Europe since it is predominantly subject to a target of economic progress and growth and to a professional training. Neither does it propose a comprehensive education within a code of ethics that achieves to alleviate the profound moral failings of the current crisis, their breeding ground consisting of nihilism and moral relativism. [ABSTRACT FROM AUTHOR]

The idea of democracy is probably one of the easiest to get consensus about in contemporary societies, while at the same time there are clear symptoms of political disaffection. The explanations for this political disaffection phenomenon are quite varied. While some argue that the lack of political implication is a consequence of individualism and «civic privatism» that threatens to break the bonds within the political community, others argue that this is a consequence of the crisis of the politics led by elites, which gives way to new forms of political participation driven by the masses. Lying behind these contradictory explanations there is a debate about the normative concept of citizenship or the «good citizen». In this paper I analyze empirically different conceptions of citizenship in Europe, as measured by how much value individuals attach to different civic duties that belong to the definition of citizenship from a normative point of view. In order to do that, I distinguish one dimension of normative commitment and one of community commitment. I then explain the value attached to each dimension at the individual level using multilevel analysis techniques. [ABSTRACT FROM AUTHOR]