dignity

The migratory phenomenon outlines an intercultural and pedagogic challenge: the confrontation with the alterity. In the western cultural history there is a very important presence of alterity: for this reason the philosophy of education can offer suggestions, above all the concept of person and the reconnaissance of the human singularity as vectors of dignity for the human being. Men and women, as persons, have an inalienable dignity and they become aware of it through their education. Particularly, the intercultural education develops a type of communication that is based on the dignity of the person: this is a contribution coming from the philosophy of the education, based on the consciousness of western cultural patrimony.

To have democratic and pluralistic societies we need some values, rights and attitudes to improve our living together. We assume the dignity of every one as human being and so that we relate our text to the Universal Declaration of Human Rights. But those are not enough. We need to be involved, to participate and have duties and responsibilities in our society. In this context, the school system has to take into account all these considerations to have citizens where their rights are respected and are able to have responsibilities and trained to assume those duties.