In contemporary society it is rare to encounter cooperative efforts to learn, whether we are talking about the family or the school environment. Often we try to resolve conflicts by means of power or strength. Religion, language, skin colour or a different cultural background are seen as insurmountable barriers. Also the practical approaches relating to intercultural education seem to be only known and scarcely practised. In this paper the author starts from the results of an longitudinal, empirical study. He has observed and analysed the process of identity formation in young people with a multicultural socialisation during many years. After having pointed out the factors and mechanisms which are either functional or dysfunctional, the author presents a theory of basic human needs which are especially valid in a multicultural context, building on the contributions of other authors such as Erikson, Maslow and Rogers. The object of this paper is to reflect on the educational consequences of the above‐mentioned factors, as well as explore the way to satisfy our basic educational needs.
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Agostino Portera (1998) studied this question.