Significados de la subsidiariedad como principio de la política educativa de la Unión Europea.

Autor/in	Jover Olmeda, Gonzalo José
Titel	Significados de la subsidiariedad como principio de la política educativa de la Unión Europea. Titel in anderen Sprachen: Meanings of subsidiarity as a principle of the education policy in the European Union.
Quelle	Aus: Politica educativa en la Union Europea despues de Maastricht. Santiago de Compostela: Xunta de Galicia (1997) S. 95-123Verfügbarkeit
Beigaben	Literaturangaben
Sprache	esperanto
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Pädagogik; Pädagogik; Bildungssystem; Bildungssystem; Ambiguität; Subsidiarität; Europäische Union; Europäische Dimension; Ambiguität; Europäische Union
Abstract	The European Union has declared 1996 as the European Year of life long learning. This will also coincide with the start of the Intergovernmental Conference for revising the European Union Treaty signed in Maastricht in February, 1992. With each of these events drawing near, this article analyzes one of the mainstays of the Treaaty itself as well as the design it establishes regarding European Union action in the realm of education policy. This mainstay, known as the principle of subsidiarity, has received considerable attention in recent years, not only socially and politically, but academically as well. In its most widely-accepted meaning, the principle is nowadys associated with the determination of levels of competency of authority in federal government systems. At this time in Europe, debate over its meaning has, however, spread far beyond this context. What is already being called the "golden rule" or the "S-word" has practically turned into a magic wand for solving many of the problems and much of the dissatisfaction that undermine the process of European construction started in the 1950s. As a consequence, it is not without its ambiguities. Thus, the first part of this article will concern itself with a few of the main difficulties that have been detected in the formulation of the principle in the Treaty from a legal standpoint. To a large extent, such ambiguities arise because subsidiarity functions more as a political principle than as a criterion for automatic legal applicability. Even the term "political principle" is subject to a variety of interpretations, according to what is accepted as "political". Therefore, the second part will concern itself with distiguishing between the possibilities of a Machiavellian use and an Aristotelian sense of subsidiarity. Its meaning in this latter sense will lead, finally, to a consideration of the pedagogical dimension that the principle may currently hold. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)