LLinE Lifelong Learning in Europe

Editorial by Magda Trantallidi: The coexistence of cultures in dialogue

Almost all states in contemporary Europe are multi-ethnic, enclosing within their borders a large number of cultures.
Tolerance and respect for and rejoicing over the plurality of cultures, so important in dealings between countries, also applies within countries, in the relations between different ethnic groups. Ethnicity is a determining factor in many conflicts, as language, race or religion are used to distinguish the opposing actors. Therefore, the issue of the recognition of Otherness, has become crucial to the processes of globalization.

However, understanding a culture, even one’s own, is not to be taken for granted. Because individuals’ knowledge of their own culture is subjective, they are unable to stand back far enough to see it. These difficulties are magnified when attempting to understand other cultures.

What is more, there are differences between ‘surface culture’ and ‘deep culture’ which is a prerequisite to achieve an inter-cultural understanding. ‘Surface culture’ is the spoken and written language, as well as symbolic aspects such as religion, art and law, science and technology. ‘Deep culture’ of a gender, a generation, a class, a nation, a state, a civilization, a region, is the collective – meaning shared, subconscious – the rules that do not pass through the ‘head brain’ but are well anchored in the ‘gut brain’ (Galtung 2003). But also, as each of us goes further and deeper into the unexplored territory of his or her singularity, we have good reasons to hope that he or she will discover there the unmistakable footprint of a common humanity.

The present issue of LLinE celebrates diversity. By implication, it advocates the co-existence of cultures in dialogue. Some authors consider cultural expression as a guiding principle for the promotion of mutual understanding and co-operation. Other contributors argue that the real challenge for educational policies is to adopt inclusive knowledge systems which have broader relevance beyond the narrow confines of national boundaries. Those systems would foster curiosity and desire to learn about other cultures, and encourage active learning to understand and respect different ways of thinking, behaving and interacting with each other.

A nation that believes in creative diversity needs to create a sense of itself as a civic community, rooted in values that can be shared by all, hence freed from any connotations of ethnic exclusivity. All its policy approaches should be based on this awareness. Education in all its forms and levels has a major role to play towards that direction.
Social policy should promote the principle of inclusion and participation of all members of ethnic, religious, and linguistic groups in the formulation of common values of the ‘nation’ state.

In a continent that has become familiar with ‘ethnic cleansing’, religious fanaticism and social and racial prejudice, it is particularly urgent to promote clearer thinking about ways in which we can promote coexistence between cultures. The multicultural character of our globalizing reality is our present concern.


Magda Trantallidi is an educationalist, with special expertise in adult education and lifelong policy and practice. She is the Head of Department for International Cooperation of the General Secretariat of Adult Education, a Governmental body under the Greek Ministry of Education. She is a Member of the editorial board of LLinE.

Galtung J. (2003) Keynote presentation at the UNESCO Conference on Intercultural Education.