Social and solidary values as the base of human activity and relationships:
Today the individualistic competitive syndrome, which is fundamentally conditioned by the prospect of personal material enrichment, as the chief driving force for a process of (economically conditioned) social growth represents the (indoctrinated and therefore never seriously challenged) mainstay of education and formation both within the family but in particular at the institutional level. This syndrome would be rendered obsolete by a reform of the ethical basis of education towards a gradual renewal of global society and would be replaced by the individual motivation fostered by education/socialization to contribute to collective progress founded on social and altruistic values. As a consequence, the associated ethical values would also gradually lead to a reform of educational curricula.
Already in elementary school our youngest people are taught that it is desirable in our society, if not to be the best in the class, so at least to be always among the best, the very best among the best. These little humans are advised already at the very beginning of their conscious life path on how to position oneself towards others – indeed also towards their own (still) friends – in their own interest, exclusively in their own interests. It is conveyed to them that in such a way it is more likely they will be successful, will achieve prosperity and standing in society. Already at this early moment, the seed is applied for the competition, for the delimitation of the individual from the others, for individualism – no, not in the sense of personal fulfillment and contribution to the overall development of personkind and nature, but rather as a prerequisite for personal success – and initially unaware that by so doing egocentrism and selfishness are only then becoming possible.
The institutionally prescribable curricula of education and vocational training should take their orientation in the medium term from a new ethical foundation. This would involve a redefinition of the social goals of the education and formation of human beings within the context of society. Individual human action would be regarded primarily as a contribution to the development of global society, as a natural act of solidarity in the sense of a collective enrichment and of social progress. To take the above example, the slightly faster among the fellow students, those who can handle certain things easier than other and understand relationships faster, would probably help their friends and classmates to be able to do so as well, they would try using their skills primarily to support others – thus supporting a solidary social development.
In this way the individualistic striving for material enrichment and social influence (up to and including power) as the main pillar of personal social prestige would be superseded by a basic motivation to promote social solidarity inculcated by education and formation, and the individual incentive to contribute to global social progress…