The Delors Report (International Commission on Education for the 21st century, 1996), submitted to Unesco, identifies four fundamental types of learning essential to personal and social development: learning to know, learning to do, learning to be and ?learning to live together?. Each dimension is closely linked with the others in the person to form a lifelong experience.

Conflict is, unfortunately, central to human experience and learning to live together has always been a challenge. Major changes in modern times have led to new tensions as societies grow more diverse. There are increasing inequalities. In today?s globalised world, they are more and more within each country, as people become greedier and have electronic and other tools to achieve their ambitions. Fewer and fewer politicians, business people and those in power in other ways pay heed to Gandhi?s fundamental saying that ?there is enough in the world for everyone?s need, but not enough for everyone?s greed?.

Humans have developed unknown capacities for mass destruction during the 20th century, when over 100 million people were killed in over 55 wars, two of them world wars. In the 21st century, there are increased opportunities for learning to live together: new information and communication technologies, growing multiculturalism of societies, the growth of tourism, the multitude of international organisations and meetings enabling regular dialogue. The encounter of different cultures and lifestyles has become a common experience for more and more people. So, in theory, there should be more peace on earth!

Mauritius, normally an ideal place for multicultural exchanges, a mini-United Nations as some of us used to say, may also be showing strong signs of turning into a violent, discriminatory and very unequal society. Hence the necessity of this reminder. The concept of learning to live together is centered on the development of understanding and respect for others, their beliefs, values and cultures. Conflicts may thus be avoided or, if they occur, be resolved by non-violent means. Beyond that, it implies recognizing difference and diversity as opportunity rather than danger, as a valuable resource for the common good. Learning to live together is based on the principle of equality. It should be seen not as passive acceptance or tolerance of others but rather as an active, dynamic, interactive experience of discovering others and working together to make the country/village/school/company grow. The concepts of similarity, diversity and interdependence form the basis of the ideal of learning to live together.

Education. Traditionally, formal education has not emphasised the concept of ?learning to live together? in curriculum design. In the best schools, it was acquired naturally through the experience of living and learning together. In recent years, however, it has become a regular part of the discourse on the aims, contents and pedagogy of education. The school has a central role to play in educating for learning to live together. Socio-economic inequalities and discrimination have to be systematically addressed. In the Caribbean: particularly in the Jamaica I know (where violence had taken over many aspects of daily life), educators have targeted Citizenship education as a solution. Various ministers of Education in Mauritius have attempted to introduce the subject as a ?core? in primary schools but we all know the fate of non-examinable subjects in the ?rat-race? world.

Besides Citizenship/Civics, other cross-curricular subjects, which serve the same purpose are, Moral and values education, Environmental education, Human rights education, Peace education, Consumer and Media education, Development and global education, and Life skills programmes. A range of skills are necessary for learning to live together including skills for self-control, handling emotions, communication (self-expression, empathetic listening), interpretation of behaviours, critical thinking, relationship building, cooperation, negotiation, mediation, problem-solving and decision-making. Many or all of these are referred to as essential life skills.

For example, in the special circumstances of College Père-Laval of Ste Croix, a programme of life-skills introduced in the first years helped students gain much needed self-confidence. In the 80s, the organisation Action civique did a splendid job for the civic education of the public and some of their projects have endured. Several NGOs are active in this field, today. Learning another language can also enhance learning to live together. So can the ability to adapt to rapid change in different areas of human activity.

Teaching methods need to reflect the principles transmitted. They should be based on co-operative learning in which students are encouraged to express themselves on issues, listen to and discuss other points of view, explore other cultures and lifestyles. Schools should work closely with families and the wider community. Example here is crucial: a staff continuously bickering among themselves cannot hope to inculcate the habit of peaceful and amicable living to their students!

Educational policies in a democracy must cater for the rights and needs of all. The concept of learning to live together needs to be promoted by political and civil society leaders at all levels, with an added dimension that tiny Mauritius can here make a positive contribution. Well thought-out and planned educational policymaking can contribute to a shared sense of national identity and citizenship, which is inclusive and respectful of diversity. Isn?t that a worthwhile message for an Independence Day!

<B>Dr. Michael ATCHIA

[email protected]</B>