Teaching the EU, and Teaching How to Think: Concluding Remarks

Abstract

As the international context in which the EU operates evolves, the liberal conceptions of socio-economic and political cooperation are contested. Generational change in the EU member states drives a substantial change in citizens’ and politicians’ perceptions of the EU’s role in the world. It is not only the manner and the quality of political discourse that change as we speak. The fundamental values, principles and historically consolidated alliances and loyalties are questioned by new generations of voters and politicians who lost the feeling of duty, attachment and loyalty toward previous generations that are gone. This chapter reviews the key points raised in this volume to highlight that apart from teaching EU-related content, and for this matter, any content, today it is necessary to teach the students to think independently first.

Citation

Visvizi, A., Field, M. and Pachocka, M. (2021), "Teaching the EU, and Teaching How to Think: Concluding Remarks", Visvizi, A., Field, M. and Pachocka, M. (Ed.) Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 193-197. https://doi.org/10.1108/978-1-80043-274-120211013