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Catalog

Newsletter

Guide des valeurs pour la vie en démocratie (2009)

Human rights, democratic citizenship and interculturalism
978-92-871-6553-4
Type of document :
Book
Format :
Paper
Language :
French
Size :
16 x 24 cm
Number of pages :
245
Robert Strandling et Christopher Rowe
23.00 € / 46.00 $US

Le projet du Conseil de l'Europe «identités culturelles, valeurs partagées et citoyenneté» (2006-2008) a été lance à la suite du 3e Sommet de l'Organisation (Varsovie, 2005). Il était fondé sur le postulat suivant: la prise de conscience de la richesse que représente la diversité des cultures et des patrimoines européens, et de l'importance de leur interaction au fil du temps, est l'un des préalables indispensables au respect mutuel, à la coexistence pacifique, au dialogue interculturel, à l'engagement commun pour la défense de valeurs partagées et à l'émergence d'une citoyenneté culturelle européenne.Le projet a abouti, entre autres, à l'élaboration de ce Guide des valeurs pour la vie en démocratie. Ce dernier s'articule autour d'une série de questions clés pour encourager les jeunes à discuter des enjeux essentiels associes aux droits de l'homme universels et aux valeurs européennes fondamentales.Ce guide invite le lecteur à appliquer ces valeurs. Les études de cas et les fiches de discussion visent à favoriser la discussion au cours de laquelle chaque interlocuteur peut:* développer son point de vue en le confrontant à d'autres ;* réfléchir aux valeurs et droits humains inconciliables et aux moyens de résoudre ces contradictions honnêtement, de façon adaptée et proportionnée ;* comprendre les points de vue d'autrui (même en cas de désaccord) ;* engager le dialogue sur des questions controversées au lieu de s'enferrer dans des monologues axés exclusivement sur sa propre opinion ou vision culturelle ;* resituer les problèmes et les débats dans un cadre historique, culturel et géographique plus large.Appliquer et défendre des valeurs formelles s'avère nécessaire non seulement au sein des cours et tribunaux, mais aussi dans nos relations quotidiennes. Sinon, ces valeurs perdront leur sens et nous n'aurons plus véritablement le sentiment de devoir les défendre. Tout comme les compétences, c'est par la pratique que s'acquièrent les valeurs.

Préface

Les auteurs

Propos et structure du présent ouvrage

Introduction: identités culturelles, valeurs partagées et citoyenneté

Question clé 1 - Comment protéger l'individu du pouvoir arbitraire de l'Etat
Etude de cas n° 1 - L'affaire des transferts de personnes soupçonnées de terrorisme dans la «Ward on Terroir» («guerre contre la terreur»)
Etude de cas n° 2 - Après la chute d'un régime totalitaire, faut-il détruire les fichiers de la police secrète ou ouvrir les archives pour que la société puisse faire face à son passé ?

Question clé 2 - L'Etat doit-il protéger l'individu contre lui-même?
Etude de cas n° 3 - L'interdiction de fumer dans les lieux publics
Etude de cas n° 4 - Le droit à la vie et le droit de mourir

Question clé 3 - Avons-nous le droit de nous exprimer librement et comme bon nous semble?
Etude de cas n° 5 - Liberté d'expression ou offense à la religion: l'affaire des caricatures danoises se moquant du Prophète Mahomet
Etude de cas n° 6 - Le droit de défiler pour commémorer son histoire culturelle: le cas de l'Irlande du Nord

Question clé 4 - Chacun a-t-il le droit de vivre ou il veut?
Etude de cas n° 7 - Refugiés politiques ou migrants économiques ? L'attitude changeante de l'Europe face à l'immigration
Etude de cas n° 8 - Le processus de formation d'une minorité

Question clé 5 - Peut-il y avoir une «guerre juste»?
Etude de cas n° 9 - La «guerre contre le terrorisme»
Etude de cas n° 10 - Monuments culturels ou vies humaines ? La cause de la protection du patrimoine culturel

Question clé 6 - Quel est le plus important: préserver la bonne sante de l'économie nationale ou faire en sorte que chacun ait droit au minimum vital?
Etude de cas n° 11 - La fin du communisme a-t-elle aggravé la situation des personnes âgées et vulnérables ?
Etude de cas n° 12 - L'intervention de l'Etat a-t-elle permis de promouvoir efficacement le principe de l'égalité de rémunération pour un même travail?
Etude de cas n° 13 - Les femmes ont le même droit à l'éducation que les hommes. Pourquoi ne peuvent-elles pas toujours exercer ce droit ?

Question clé 7 - Pourquoi est-il si difficile pour les humains de prendre soin de leur environnement?
Etude de cas n° 14 - Le Protocole de Kyoto et le débat sur la rapidité et l'impact du changement climatique
Etude de cas n° 15 - Pourrons-nous satisfaire nos besoins énergétiques croissants au XXIe siècle ?

Question clé 8 - La démocratie suffit-elle?
Etude de cas n° 16 - Une démocratie transplantée peut-elle prendre racine ? L'exemple de l'Irak
Etude de cas n° 17 - Les nouvelles technologies peuvent-elles aider à rendre les gouvernements plus responsables de leurs actes devant la population?

Conclusion