EVERYTHING about lea

Admin Number of posts : 247 Registration date : 2007-02-21

Be careful !!!
If I have confirmation, we will do the first session on 29 or 30 of November , be ready !
You can start going on the forums to have an idea , and meet other students ....
cheers

Admin Number of posts : 247 Registration date : 2007-02-21

There will be technical tests on

WEDNESDAY 17 October at 11 !!!! ( in room 37 )

So , I need 3 or 4 volunteers ,

Maybe Phil , Aurélien, Gael ,Glenn , and Tonin ????

I hope you don't have a maths test , at that time ???

Question

Subject: Re: EVERYTHING about lea Fri Oct 12, 2007 7:16 pm

Subject: my reply Fri Oct 12, 2007 8:28 pm

OKEY, that's noted : ''Wednesday, October, 17th in room 37 '' Razz

Subject: Re: EVERYTHING about lea Wed Oct 17, 2007 10:01 pm

Now, I hope that I will can to be here on Friday !!! cheers

Admin Number of posts : 247 Registration date : 2007-02-21

We seem to have passed the technical tests ..
So , I will let you know what will happen next .

Thanks to : Tonin , Phil and Aurélien , who were there , and also to Christian , the technician , and the Headmaster pale

who let us use his computer ...
Have a nice Week end !!!!

.. You can practice chatting on this forum .....
Teacher

Subject: Re: EVERYTHING about lea Sat Oct 20, 2007 8:16 pm

That's normaly !!!! Now, I’m waiting forward to this moment !!! Laughing

Subject: Re: EVERYTHING about lea Sun Oct 21, 2007 10:18 pm

Quote :: Thanks to : Tonin , Phil and Aurélien , who were there , and also to Christian , the technician , and the Headmaster pale who let us use his computer ...

You're welcome
cheers

Admin Number of posts : 247 Registration date : 2007-02-21

This is to tell you , that it is starting !
I know the composition of the teams ... And our team mates are .... Westpoint !
We will have to work quick and hard , pass it round if you can, and be ready ! we are starting to prepare a presentation of the class , we will do it on Friday Cool

The first online session is soon !

Subject: Re: EVERYTHING about lea Mon Oct 29, 2007 7:58 pm

Subject: Re: EVERYTHING about lea Tue Oct 30, 2007 12:06 am

It's simply great !!!! cheers

Admin Number of posts : 247 Registration date : 2007-02-21

We will start working soon , but for the moment , you can go there to practice ... Virtual Gym !

http://hoc3.elet.polimi.it/WT04_Training/

Subject: Re: EVERYTHING about lea Wed Nov 07, 2007 12:10 am

I don't know if the others have succeed but me, in any case, I have some login problems and I do not arrive to have acces to this chat or I don't know what ... Shocked

Also, they want that I install something in my computer (Activex control) and I'm maybe strong in computer science Cool

but I must to tell you now, that I'm lose ... Sad

Admin Number of posts : 247 Registration date : 2007-02-21

Don't worry , I didn't manage either , and for the moment too , it's normal that we can't accesss to the forums , we need a password ...

Subject: LEARNINGATEUROPE Tue Nov 13, 2007 12:14 am

If you want to subscribe to learningateurope, it's time Smile

:
http://hoc3.elet.polimi.it/laeforum/User/CreateUser.aspx?ReturnUrl=/laeforum/Default.aspx

You are registered? Do like me, go to the forum Razz

:
http://hoc3.elet.polimi.it/laeforum/

You want to be a part of my team? (Napoleon291) Very Happy

Send me if you forgot to tell me it, a private message, and don't worry, I accept everyone !!!!!!! Razz

More quickly you tell me it and more quickly we can begin to work !!!!!!! Cool

Admin Number of posts : 247 Registration date : 2007-02-21

Great , Aurélien , you might be a winner in the lea for " best forum user " , but for the moment , you are on this one !
Congratulations ...
but : hopping , from the verb to hop = sauter
hoping , from the verb to hope = espérer ...
So the spelling is important for the meaning ... lol!

Admin Number of posts : 247 Registration date : 2007-02-21

If you go to the forum of lea , in my experience study

, you can still access to the good work of our team of last year :

It is experience 275 Team B final homework , and you can see the work that they did about our symbols , etc ... ( What we are doing now ) ,there is a link with which you can access , please go and have a look at it while it is still there , and tell the others !
you can do it from the cdi study

Subject: Re: EVERYTHING about lea Wed Nov 14, 2007 11:19 pm

I wanted to try seeing what you said but I don't know if it's the site which have some problem or if it's my brain which have a lot of problem (I think it's more my brain which is disturb ) but I didn't succeeded to login me on the forum and all others site's pages ouside the home page

maybe it's just a bad luck ?

Subject: Re: EVERYTHING about lea Wed Nov 14, 2007 11:46 pm

I have could to go to the page where we can downloard : so I think that http://www.learningateurope.net/pages/w_download.htm could be what you said ! But if my link is correct, you made a mistake, isnt it ?

Admin Number of posts : 247 Registration date : 2007-02-21

Please , try to read it , and get the main ideas , it would save time !!!
for example , find in 2 or 3 words the main idea in each paragraph !

2.1 THE PROCESS OF NATIONAL IDENTIFICATION: SYMBOLS AND STEREOTYPES
Heinz Gerhard Haupt
Department of History and Civilization, European University Institute, Florence, Italy
Abstract. Topics discussed in this interview are the creation of national symbols and the
role of identity in the process of national identification. The analysis points out that national
symbols are created in order to build the idea of nation, and then explains how national
identities arose in modern nation states, focusing on their relationship with other identities.
1) Which role do national symbols play in the national identification processes?
The introduction of symbols as flag, national colours, national anthem, should be seen in the
perspective of the creation of national communities. Nation states also promote heroes,
realize statues, monuments and ceremonies. When a monument was built and inaugurated,
state representatives came and gave speeches, showing the priority of the nation in
relationship to the regional and local “identity”.
Historical writings played an important role in the national symbols' creation: they proposed a
myth of origins to explain the coming up of the nation. Romulus is famous in Italy; in
Germany the most famous story of Herman tells about the Germans who won a famous
battle against the invading Roman troops. All these stories have some relationship with
history, but they cannot be considered as “true”. They are invention of some authors,
propagated by those who wanted to profit from these “invented traditions” and to give the
nation a historical legitimation. Some historical battles could acquire a national connotation. I
remember that in Hungary, for instance, at the beginning of the XI century there was an
important battle. Hungarians celebrate this day as a public holiday, but even in the
Parliament it’s not specifically known when it took place: there was a battle, and they
decided to celebrate it.
2) What can be taken as example of this national connotation process?
Symbols for nations are, for instance, landscapes. This means that certain landscapes
express values which can be defined as “national”. Toscana is the typical example of
“landscape nationalisation”. In Germany this is more difficult to see, but the typical German
countryside was represented by the Harz area, in the centre of Germany.
Moreover, literature contributed to make a symbol of some regions or areas. In Germany
there were Schiller [1759-1805, German poet and historian] and Goethe [1749-1832,
Heinz Gerhard Haupt - The Process of National Identification: Symbols and Stereotypes 2/6
German humanist], in Italy there were Dante [1265-1321, Florentine poet], Petrarca [1304-
1374, Italian poet], Boccaccio [1313-1375, Florentine author and poet].
During the 19th and 20th centuries nearly all domains could be defined as “national”. A
broad movement of national codification spread: even food, for example, was defined as
national. There was the birth of a sort of “national meal”. We could say, for instance, that
pizza in Italy or potatoes and beer in Germany are some kind of national food. I think during
the 19th and 20th centuries this work on national identification developed in all domains and
created something like an “everyday nationalism”. Everybody has got some notion about
what is specific to his/her own nation, so when they meet other people they could say “we
are we and they are not us, they are different from us”.
3) What is the relation between national identity and other identities?
National identities are part of a broader pattern of identity, so that national identities are
linked to, or they compete with other identities. An author has said that identity always exists
as plurality: beside the national identity, we have the ethnic, the religious, the class identity
and the identity of men and women. All national identities were for instance competing with
regional and local identities. A huge work has been done about autobiographies of German
writers, politicians, members of the educated middle classes who lived at the end of the 19th
century: looking at their autobiography one can notice that, when they spoke about the
experience of the German unification in 1871, the towns in which they had been born – and
not the nation - were the most important reference of their autobiography. The nation is part
of a complex multiple identity.
The nation was in substance Nationalism, and nationalist movements were trying to push
the people to accept national identity as the most important. But studies are now showing
that during World War I, national unity already existed in Germany; yet, when the first people
came home after some weeks of war, and people at home noticed what it meant for a man
to go to the front, this national movement went down, and regional and local and social
identities came much more up.
4) Were the levels of national identification different for the different social groups?
In the 19th century the level of identification was different, but the social basis of the nation
has become larger during the process of nation building.
As a general rule, one might say that bourgeois people identified with the nation more than
aristocrats, petit-bourgeoisies more than peasants, men more than women.
Heinz Gerhard Haupt - The Process of National Identification: Symbols and Stereotypes 3/6
In the 19th century, for instance, the nation was a “male nation” even if its symbol was
female: Marianne in France is the symbol of the French nation, in Italy it is a female too, in
Germany there are different symbols but “Germania” was described as a woman. The nation
was in substance clearly male. Participation to the nation was limited to the men: the voting
rights, the army, for example.
When the workers’ movements came up in the 19th century, they created not national but
international movements, because they were linked more to the social groups than to the
nation. Social identity is a class identity, and national identity can either be in conflict or go
together with class identity.
5) Was the workers’ movement against the idea of nation?
They created the first International, the second and the third International, but national
feelings increased very much even inside this International. For instance, in the third
International directed by the Soviet Union there was a huge “russification” made by the
Soviet Union, and internationalism began to mean: “you should be for the interest of Russia”.
This internationalism was hiding national interests.
On the other hand, Marx and Engels, who were the most important promoters of the first
International, pushed a lot towards the creation of nation states. They said that, in the
historical evolution, nation states should be created and only afterwards socialism would
overcome the nations. In fact, their conception of history’s evolution implied that there should
be feudalism, capitalism, and socialism – and, respectively: feudal states, national states
and international states. This was an ideological construction of history, which should lead
into socialism and communism.
6) Why did national identities arise at that time in history and not a couple of centuries
before? What made the difference?
National identities are the result of the coming up of nationalism. Nationalism is a broader
movement that promotes the formation of nation states, develops the idea of an “imagined
community”, and tries to gain mass support. It is linked to the process of economic, social
and political modernization. It is linked to the interests of industrials and merchants of having
a national market and borders which protected them against competitors. It is linked to the
development of an educated middle class that is using the national idea in a political strategy
against the king or the aristocrats. It is also linked to parliamentarization and the coming up
of mass politics, in which the reference to the nation is serving as a means of political
Heinz Gerhard Haupt - The Process of National Identification: Symbols and Stereotypes 4/6
propaganda in order to influence votes and supporters. All these changes started at the end
of the 18th century and not before.
7) The idea that everybody should speak the same language, and the idea of ethnic
homogeneity: are these part of the symbolic aspects of a nation?
Ethnic homogeneity is also a construction. The fact that the population of a given state
should be ethnically homogeneous is a strategy helping to exclude others. The Serbs
excluded and killed the Bosnian population, the Macedonian excluded the Greeks and so
on. The creation of a national language belonged to the process of national identification.
Schools, just like national armies, were a very important means to spread a common
language: everybody should speak Italian, French, or English in those occasions.
School teachers are very important in relation to the creation of national identity and national
identification: they choose which history their students should learn, which literature: that
means they choose which kind of teaching is to be considered national. Artists, writers,
heroes, historical events that were not taught in schools, were not considered part of the
national identity.
Cool

Are stereotypes so important as symbols for the national identity?
Stereotypes play an important role in national identification. When one is outside her/his
country, stereotypes come immediately in, and when there is some danger, or when one is
confronted to others, stereotypes immediately pop up, and one interprets the situation
according to the stereotype.
I think it is important to reconstruct the process of national identification with some specific
features that are historically dated in a certain moment, and became slowly part of the
national stereotypes.
Being stereotyped is part of one’s identity. Identity is the result of processes of self-definition
and definition by others. In using stereotypes, one links oneself to a broader movement that
shares certain values and visions of the others. In being stereotyped, one might be excluded
from communities and denied in one’s own personality. It is a process of depersonalization.
It might be interesting to compare the origin of stereotypes linked to the origin of the modern
state with long-lasting visions of oneself and of the others.
9) Nowadays, some national symbols seem to be losing their meaning. Why does it happen?
The meaning of symbols slowly disappears because it has to be functional just to a certain
historical moment. But the symbols continue to exist. The same process can be observed for
Heinz Gerhard Haupt - The Process of National Identification: Symbols and Stereotypes 5/6
what concerns “national foods”. In some places, like in France, there are movements that
are against globalisation, and try for example to destroy multinational fast food chains,
because these embody some kind of global economy imposed on national economy, and
they try to define a “national French food” against these chains. However, “spaghetti” or
“pizza”, for instance, still remain symbols of Italian national food, despite the fact that they
are sold all around the world.
Symbols survive in spite of their losing meaning, just as it happens for monuments and
statues: we are claiming our national heroes, but nobody goes to the monuments of national
heroes, nobody really knows what happened. In Germany, for instance, there is a monument
in the mountains that represents the struggles between the Romans and Herman the
Cheruscan [early part of the first century C.E.]. This was a symbol for the national movement
in Germany at the beginning of the 20th century, but now it is a tourist attraction and nobody
knows what it stands for.
Not many people read Dante Alighieri [1265-1321, Florentine poet], but he is still a symbol
for Italian national literature.
10) Are nation states and national identities weakening today, or are they still strong?
Some people have said that at the beginning of the 21st century the nation state is losing its
importance, because economic interests have become supranational, and the global market
should encourage the vanishing of nation states. On the other hand, there are very
nationalist reactions that are economically motivated. In Germany, for example, enterprises
are arguing that they will move away from Germany to Hungary, because Hungarian salaries
are less elevated: then comes up a nationalist reaction to tell the enterprises not to move
away.
I would say that some elements of national identification are lasting, and seem to be a sort of
“sedimented nationalism” in every country in Europe, but national identities are more fragile
and change in the nation state.
11) Do you think it possible to repeat mechanically the process of national identification in
order to create a European identity?
I think that a mechanical repetition of this process is not possible and also not desirable. I
think that the European identity should be different from the national identity. Some attempts
have been done, but they didn’t succeed.
I think a very powerful means of integration in the nation state has been that of bearing the
right to participate. What is going on with Europe now is that participation in Europe means
only voting every four years. One feels that something is going on, but one doesn’t really
know what is going on, and nobody explains that clearly. The democratic character of
Europe has not been established enough yet.
I think that the history of a nation state could also be described as a progressive integration
of different social groups inside the nation state. At the beginning, the members of the
middle class movement recognized themselves in what was going on in their nation state,
and arose in urban contexts. Then the peasantry, the women and so on came in. They were
integrated by the school system, by the market system, by communication. More people had
the possibility to take part in decisions, more integration in the nation-state was achieved.

This participation is not developed enough at European level.
Heinz Gerhard Haupt - The Process of National Identification: Symbols and Stereotypes 6/

Admin Number of posts : 247 Registration date : 2007-02-21

And that's all for this time , but remember , we are getting short of time , try to read this one too , maybe you can ask your history or French teacher to discuss the ideas in French ....

You can also ask questions about it on the lea forum , either to our team mates , or even to the SPECIALISTS , because you know that you can post ( interesting) questions to the professors who wrote the articles ! How lucky you are ! Wink

Here it is :
4.1 WHY HISTORIANS, SOCIOLOGISTS AND STUDENTS STUDY HISTORY
Alberto Martinelli
Professor of Political Sciences
Department of Social and Politic Studies – Università degli Studi di Milano, Italy
Abstract. The interview is about the meaning and the modalities of the study of history in
schools. It commences with a comparison of history and social sciences as disciplines. The
expert then states his opinion of how history should be taught, that students should have an
overall view on all of history and also know one topic in depth. It concludes by stating that
L@E is a pragmatic example of this version of the study of history
.
1) Can you explain why historians and sociologists study history?
For sociology, political sciences and all social sciences, history is extremely important.
History is for sociologists the equivalent of the laboratory for biologists. Our hypothesis, our
theories can be tested with regard to history and more specifically with regard to a
comparative analysis of historical processes and historical events. So for us history is
absolutely basic.
2) What are the differences between history and social sciences?
There is a basic difference between history and social sciences. History aims at interpreting
very specific events, so in effect it is a kind of individualization. On the contrary social
sciences look for regularities or patterns, so it is a kind of generalization. History
individualizes, while social sciences generalize, but they need each other. We can say that
history is the empirical background for sociology, where you can check if your theories are
applicable or not. On the other hand, good historians usually have interpretative skills, they
can draw from the social sciences, so these disciplines are really complementary.
3) What is the sense of teaching history in the schools?
In some educational systems, the American one for instance, social sciences are studied in
high schools too, but I think the teaching of history is even more important at that level. I
think that every young member of the society, every person who’s undergoing the process of
forming his/her own personality needs to know the “genetic” processes which have
contributed to form the society they live in. So history may not be, as the famous Roman
writer Cicero said, a magistra vitae, a teacher for life, because there are a lot of
transformations in the contemporary world, but certainly the study of history helps very much
in understanding the present. In this respect, another famous sentence by the Italian
philosopher Croce: “Every history is contemporary history”. Even if we study ancient Egypt,
we make contemporary history, because we look at history, we try to understand historical
paths, in order to understand our own problems today.
4) What do you think about the way history is practically taught in schools? We know that in
many cases it consists mostly in remembering names, dates, etc., not in interpreting.
I think that on one hand it is important to have an overall picture. The basic data are the
basic ground: we must know what the Roman Empire was and approximately how long it
lasted or that Christopher Columbus came earlier than the Enlightenment. We need
geographical maps, but we need even more historical maps. At the same time, the teaching
of history should concentrate on some specific period for deepening the knowledge and
providing students with the methods that could then be applied to other historical periods.
We cannot claim that students know the whole history well. They must have a general idea
of the historical development, general pictures, general maps, but at the same time they
must at least study in-depth one historical period. There should be a combination of very
broad knowledge about facts, names, geographical elements, etc and a specific deepening
of specific issues.
5) So in this sense Learning@Europe may play this role. It’s not about a wide range of facts,
but more about the interpretation of some specific phenomena.
That’s what we need in our project and I think that’s the right way. We try to develop the
knowledge of some processes, like modernization, some institutions, like the one of the
nation states or of the free market and in this way we go back to history, but with a very
selected perspective. First of all, Learning@Europe needs the study of history for an
additional reason: students from the different members countries of the European Union
should know better the history of the other member countries. They should become aware of
convergences and divergences, similarities and differences and cooperation, because, as
we know, in this specific historical epoch, we are pursuing a great project, that is that of
building a united Europe. Fostering a common European identity is not in opposition, nor
substituting the different national identities or even local identities, but is something which

aims to them. So we must prepare ourselves to develop multiple identities.
Martinelli –

Subject: Re: EVERYTHING about lea Fri Nov 16, 2007 10:27 pm

As I said into an other topic : I will try to translate a part of the text and maybe if I can, (I mustn't forget all my others works into the others subjects) translate all the text, but I don't believe that I will arrive to all make ...

Subject: L.E.A., again ... Sat Nov 17, 2007 3:26 pm

ANNOUNCEMENT :

It's just to say that we have a answer from a Polish : Sandra
I have started a new topic on the forum of Learningateurope and Ahmed made like me ! (Great, napoleon291 is a good team ! No, I joke, everybody is a good team but I recommend the others to start to work if it's not done ... ) For examples, why not to go to the forum of lea for begin Like that, you could see the message that the polish sent us ! I remenber you that I have put on euroclass, a topic where there are direct links for that you can register on lea to you and for that you go to the forum directly if it's not done ! So, profit by all it

Subject: Re: EVERYTHING about lea Sun Nov 18, 2007 12:51 pm

THANKS FOR THAT IDEA
but if i go to the forum
must I hgave a login to the team or my personal login
please answer me
sunny

Admin Number of posts : 247 Registration date : 2007-02-21

Merci aux gens sérieux qui ont commencé , à lire , traduire et essayer de comprendre ce texte

Voici une petite aide que je vous donnerai de toutes façons sur papier demain ...

Rappelez-vous , nous avons du travail à faire avant la première session , et demain je dois prendre une ou deux photos du groupe , et définir quelle équipe ( environ 12 élèves ) seront présents pour la première session ...

Résumé de l’interview à lire .

1. Quel rôle jouent les symboles nationaux dans le processus d’identification nationale ?

drapeaux –couleurs –hymne national .
-les héros –statues –monuments –cérémonies .
L’histoire : propose un »mythe »sur les origines de la nation
Ex.: Romulus en Italie .
Hermann en Allemagne . ( il a gagné une bataille contre les envahisseurs romains . )
2. Quels exemples de ce processus ?

les paysages : certains paysages ont des valeurs « nationales «
Ex . : la Toscane caractérise l’ Italie .
En Allemagne , la région « Harz » dans le centre .
La littérature a contribué à faire de certaines régions des symboles .
En Allemagne , Schiller ( poète et historien allemand )
Goethe ( humaniste )
En Italie , : Dante : poète florentin
Pétrarque : poète italien
Boccace , auteur et poète florentin .
Pendant le 19e et 20e siècle , presque tous les domaines pouvaient être définis comme « nationaux « :

la cuisine : naissance du « plat national »: pizza en Italie , pomme de terre et bière en Allemagne .

3. Quelle relation entre identité nationale et les autres identités ?
En plus de l’identité nationale , il y a aussi l’identité ethnique , religieuse , de classe , et l’identité en tant que femme ou homme .
L’identité nationale était en compétition avec l’identité locale ou régionale .
L’idée de nation fait partie d’une identité complexe et multiple .
Les mouvements nationalistes poussaient les gens à accepter l’identité nationale comme la plus importante .
Mais après la 1e guerre mondiale , ce mouvement régressa et les identités régionales , locales et sociales reprirent de l’importance .
4. Est-ce que les niveaux d’identification nationale étaient différents suivant les groupes sociaux ?
En règle générale , les bourgeois s’identifiaient plus à la nation que les aristocrates , les petits –bourgeois que les paysans , les hommes plus que les femmes .
Au 19e siècle, par ex. , la nation était « mâle « , même si le symbole de la nation était « femelle «

Marianne en France
- En Italie , le symbole est femelle aussi.
En Allemagne , il y a différents symboles , mais « Germania » est décrite comme une femme .
La participation à la nation était limitée aux hommes : droit de vote , armée .
Quand le mouvement des travailleurs est né , au 19e S. , ils ont créé non pas des mouvements nationaux , mais des mouvements internationaux parce qu’ils étaient liés à des groupes sociaux plus qu ‘à la nation .
5. Est-ce que le mouvement des travailleurs était contre l’idée de nation ?

Ils ont créé la 1e , la 2e , et la 3e internationale , mais le sentiment national augmentait .
Par ex. , dans la 3e internationale , dirigée par l’union soviétique , il y a eu une « russification »
6. Pourquoi les identités nationales sont –elles nées à ce moment –là de l’histoire , et pas avant ?
- C’est lié aux intérêts d’industriels et marchands , pour avoir un marché national et des frontières pour les protéger de la concurrence .

C’est lié aussi à la politique qui utilise l’idée de nation contre le roi ou les aristocrates .
- C’est lié à la parlementarisation, et l’idée de référence à une nation pour influencer les votes .
7. La langue et l’homogénéité ethnique ?

C’est une stratégie qui peut aider à exclure les autres : les Serbes ont exclu et tué les Bosniaques , Les Macédoniens excluent les Grecs , et ainsi de suite .

Les écoles ont aidé à répandre une langue commune .
Rôle des professeurs : ils choisissent quelle histoire les élèves apprennent , quelle littérature , - ce qui devient national-ou non .
8. Les stéréotypes ?
2 aspects : - aide à construire l’identité nationale
- peut exclure , dépersonnaliser .
9. De nos jours , le sens de certains symboles nationaux disparaît , pourquoi ? .

Parce qu’ils n’ont de fonction qu’à un certain moment .
Mais les symboles continuent à exister :
Ex. : les « plats nationaux « : Dans certains endroits comme en France , il y a des mouvements contre la « globalisation » , ils essaient de détruire des chaînes de « fast-food « , parce qu’ils sont le symbole de l’économie « globale « , ils définissent une cuisine « française traditionnelle « , pour l’opposer à la chaîne .
D’un autre côté , les spaghettis et la pizza restent des symboles pour les Italiens alors qu’ils sont vendus dans le monde entier .

Monuments et statues : en Allemagne , il y a un monument qui représente le combat de Hermann le Cheruscain contre les Romains . ( début du 1e S. )Il est placé dans les montagnes Ce monument était un symbole pour un mouvement national en Allemagne au 20e S. . Maintenant il y a un intérêt touristique , et personne ne connaît sa signification .
Peu de gens lisent Dante (poète Florentin ) , mais il est toujours un symbole pour la littérature italienne nationalre.
10. Les nations-Etat et les identités nationales faiblissent –elles ?
Certains pensent qu’au 21e S. , les intérêts sont devenus supranationaux , et que le marché global est en faveur de la disparition des états .
D ‘in autre côté , il y a des réactions nationalistes motivées par des raisons économiques .
En Allemagne , par ex. , des entreprises veulent se délocaliser pour aller en Hongrie , parce que les salaires sont moins élevés.Il y a une réaction nationaliste contre cela.
Les identités nationales semblent plus fragiles , et changent .
11. Est-il possible de reprendre ces mécanismes pour créer une identité européenne ?

L’identité européenne doit être différente de l’identité nationale .
- Le droit de participer est un puissant moyen d’intégration.
Le fait de voter tous les 4 ans—mais on ne sait pas encore trop pourquoi …. Et personne ne l’explique clairement .
Il y a eu intégration dans les états par l’école , le marché , la communication . Plus de gens prenaient part aux décisions .
La participation au niveau européen n’est pas assez développée.