Cultivating a capability for empathy in the Bologna system—the shortcomings of economics and the importance of the civil

Abstract

Abstract A central aim of the original Bologna Declaration in 1999 was to give the opportunity of advancement in education to every European citizen. According to the Declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programmes of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.