Conclusions of the Council of 21 June 1994 on cultural and artistic aspects of education
Date: 1994-06-21
Institutions: Council of the European Union
Subjects: art education, cultural cooperation, cultural policy, education policy













EUR-Lex - 31994Y0818(01) - EN






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31994Y0818(01)

Conclusions of the Council of 21 June 1994 on cultural and artistic aspects of education  


Official Journal C 229 , 18/08/1994 P. 0001 - 0002 





CONCLUSIONS OF THE COUNCIL of 21 June 1994 on cultural and artistic aspects of education (94/C 229/01) The Ministers of Education welcome the initiative of the Presidency in placing before them, as well as before the Ministers of Culture, the topic of cultural and artistic aspects of education. They note with interest the results of the joint  Presidency/Commission seminar on this subject in April 1994.  The initiative of the Presidency is opportune, as the recently ratified Treaty on European Union gives impetus to cooperation between Member States both on education and on culture, and in regard to the former lays emphasis on the achievement of quality  education.  Such education requires a cultural input: even at a time when job prospects are naturally a prime concern of schoolchildren and students, the function of education as a preparation for wider aspects of life as well as for providing a stepping-stone to  employment is self-evident. Introduction to cultural themes and initiation in creative or performing arts can contribute greatly to the harmonious development of the individual within society.  In this connection the Ministers note with interest the 'contemporary educational and cultural concepts' put forward by the Presidency, which are attached to these conclusions.  At Community level particular attention has been given since the adoption of an action programme in the field of education in 1976, now reinforced by provisions of the Treaty, to the European dimension in education. This includes an input, at school as  well as in higher education, into strengthening awareness of the culture and history of the European peoples. Moreover the role of the European Community in regard to the education of children of migrant workers brings a particular challenge in regard  to the study of other cultures. It is clear that openness towards the culture of other peoples presupposes a good grounding in the culture of one's own country and region, as well as an awareness of common values.  In the proposed new Community education programme, Socrates, appropriate emphasis can be given to cultural and artistic aspects of education. The importance of collaboration with the Council of Europe and other European bodies interested in cultural  aspects of education is emphasized.  The Council notes with interest a current Commission pilot initiative to bring a specific European dimension into post-secondary level schools of art, dance, theatre, audio-visual media, design and music, which because of their status may not have been  adequately covered by existing education and training programmes.  The Council invites the Commission to give appropriate emphasis to cultural and artistic aspects of education and to encourage the establishment of innovatory pilot projects and exchanges of experience involving cultural matters within the Socrates  programme. It agrees to return to the subject on the basis of a review in three years' time.  ANNEX Contemporary educational and cultural concepts put forward by the Presidency Educational and cultural concepts are closely linked, the note of culture in the educational system implies a search for pleasure through learning, a pedagogical approach founded on the exploitation of the natural curiosity of children and also an  effort to improve communication at all levels.  Artistic disciplines are not reserved to particularly gifted individuals but can be considered as a means of expressing a profound need for relations and exchange of ideas between people.  Given the existence of modern techniques for assimilating rapidly a large amount of information, the emphasis in education should be not on quantity but on quality, not on the accumulation of knowledge but on the acquisition of methods. The cultural  input into education in this connection should arouse the interest of all children.  The need for such a cultural input is all the greater in an era where television dominates the information and entertainment scene. It has to be backed up by methods of demystifying the mass media and allowing a more critical attitude towards their  messages. Through awareness of traditional art forms and familiarization with newer media (photography, sound recordings, cinema, radio, television, video, etc.), young people should be able to acquire an overall cultural awareness which will make them  more demanding and discriminating.  At the same time the existence of human cruelty in the world today, including that which can appear in modern societies highly developed from the technical point of view, has an effect on children, and calls for emphasis on types of education which  bring out sensitiveness towards social and humanitarian problems. Cultural education makes a key contribution towards achieving respect for minority cultures and recognition of the existence of differences within society.  An education system laying appropriate emphasis on cultural aspects can have a profound effect on society. Cultural education must be addressed to all children, including the less gifted, disadvantaged persons or those with specific needs, because art  gives individuals and people in general the opportunity to explore their personality, to express themselves, to communicate and create.