Primary education for all seems on the way to being achieved throughout the world within a couple of decades, despite the deep inequalities and lack of resources that remain. Science education at an elementary level, during the first years of school, should now be considered as essential to the cultural, civic, ethical, economic and technical development of humans and societies, in a context of globalization, as the triad ‘reading–writing–arithmetic’ has been during the two last centuries. Yet current education practice – which often characterizes science lessons in developed countries as well as in developing ones, when they exist at all – is quite unsatisfactory, as it is more concerned with transferring knowledge of facts than with scientific literacy, and misses the goal of capacity building. New developments in the last decade, based on inquiry pedagogy and often proposed or led by science Academies, have demonstrated another way to communicate science, and to involve and train teachers. In France, the United States and Sweden, but also in China, Brazil and Egypt, the results of this new approach have led to great hopes for transformation, fully supported by science academies. In Europe, a recently implemented EU programme aims at similar goals, in the spirit of the Lisbon objectives toward a society of knowledge.

Brains should matter for all academics. In brawn, horsepower of any kind will always be superior. As human species, we may not have the biggest brains in relative or absolute terms, but we certainly have the best. We should never forget, however, that this superior brainpower does not only let academics excel, it is just as responsible for the best CEOs, the best artists, the best sport champions – even for the most efficient and atrocious criminals. Therefore, just battling for brains may not be enough. It must be the right brains, and these do not come freely and ready-made by mother Nature. We cannot simply breed them, we have to nurture, to educate and to hone them, far from only battling for them.

The unification of European law – if it is ever achieved – belongs to the future, but much of this present article will be devoted to the past. This makes me look like the ancient Roman king Janus, upon whom the god Saturn bestowed the gift of seeing the future as well as the past, which led to his famous representation, in his Roman temple, as a man with two faces. As a professional historian I am, of course, concerned with past centuries, but the future of Europe and European law concerns me as a citizen of the Old World.

Complex and widespread activation in many brain areas is seen while performing, listening or mentally imaging music, activity that varies with training, previous exposure, personal preference, emotional involvement and many other factors. Playing a musical instrument demands extensive motor and cognitive abilities, and early musical learning results in plastic reorganization of the developing brain – one example being the increased cortical representation area for the left little finger in (right-handed) string-players, which correlates with age at the start of training. Even though the developing brain has the most pronounced changes, the adult healthy brain has a considerable plasticity. Conductors have superior spatial tuning compared with non-musicians and pianists. Attentive listening to music for as little as three hours can temporarily alter the auditory cortex. Interactions between genetic predisposition, environment and training play a role in music as in other areas. It has been proposed that musical training may improve other cognitive functions. There is some evidence that this may be the case but it is an area that needs further exploration.

This article reviews research on early linguistic precursors and enabling skills of reading acquisition among young children. Language development starts early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to segment words from the sound stream and to understand and to use words. The precise phonological representation of words will facilitate the important development of phonological awareness. Some longitudinal research and training studies indicate the causal direction of the relation between phonological awareness and reading. Preventive and remedial implications are pointed out. Preventive effects are related to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of reading aloud to children are discussed. The complexity of the causal relationships between different aspects of early language development, including genetic influences and later reading is emphasized.

This article explores the literature on intergenerational relationships within psychological and sociological disciplines. After a brief description of the different meanings of the term ‘generation’, two theoretical perspectives are discussed: Mannheim's theory of generations and Bengston and colleagues' theory of intergenerational solidarity. Particular attention is given to the process of intergenerational transmission. This is followed by a rereading of the concept of generation in light of the relational–intergenerational perspective. This perspective attempts to consider together family and social generations, taken to be interdependent. The application of this perspective to the transition to adulthood is crucial to an understanding of intergenerational dynamics, whether in the family or in the community. It concludes with reflections on the meaning of the intergenerational transmission as seen from the relational-intergenerational perspective and recent research findings.

A preoccupation with hybridity is natural in a period like ours marked by increasingly frequent and intense cultural encounters. Globalization encourages hybridization. However we react to it, the globalizing trend is impossible to miss, from curry and chips – recently voted the favourite dish in Britain – to Thai saunas, Zen Judaism, Nigerian Kung Fu or ‘Bollywood’ films. The process is particularly obvious in the domain of music, in the case of such hybrid forms and genres as jazz, reggae, salsa or, more recently, Afro-Celtic rock. New technology (including, appropriately enough, the ‘mixer’), has obviously facilitated this kind of hybridization.

It is no wonder then that a group of theorists of hybridity have made their appearance, themselves often of double or mixed cultural identity. Homi Bhabha for instance, is an Indian who has taught in England and is now in the USA. Stuart Hall, who was born in Jamaica of mixed parentage, has lived most of his life in England and describes himself as ‘a mongrel culturally, the absolute cultural hybrid’. Ien Ang describes herself as ‘an ethnic Chinese, Indonesian-born and European-educated academic who now lives and works in Australia’. The late Edward Said was a Palestinian who grew up in Egypt, taught in the USA and described himself as ‘out of place’ wherever he was located.

The work of these and other theorists has attracted growing interest in a number of disciplines, from anthropology to literature, from geography to art history, and from musicology to religious studies. In this issue, the contributions discuss Africa, Japan and the Americas as well as Europe and range from the 16th century to the 21st, from religion to architecture and from clothing to the cinema.

This article argues that European vernaculars were in closer contact with one another and with languages spoken outside Europe in the 16th and 17th centuries than they had been in the Middle Ages, when Latin dominated written communication. Increased contact led to borrowing, mixing and hybridization, some of it highly self-conscious (as in the case of ‘macaronic’ poetry and drama). Mixing in turn led to a ‘purist’ reaction, first in the case of Latin and then in the case of vernaculars such as Italian, French, German, Dutch and even – to a lesser extent – English.

Starting from an analysis of the recent film The Matrix, and emphasizing its millenarian and messianic components, the article goes on to consider the importance of millenarian and messianic movements in the Old World (especially Spain and Portugal) and the New world (especially Mexico, Peru and Brazil) in the 16th century, noting Tommaso Campanella's expectation of an imminent world monarchy. The conclusion is that these movements offered a privileged space for different religions to interact and to mix.

Taking its starting point from the distinction between axial and non-axial civilization, the article focuses on the peculiar aspects of the Japanese process of modernization, which has its roots in a historical experience in which the notions of hybridity and crossing were unsuitable. In fact, what we see in Japan is not the encounter and mixture of different and heterogeneous aspects, although there is hardly anything original or pure in it. There is a sort of Japanese uniqueness, that cannot be found in a specific content, but in a general attitude that consists of a sort of deconstruction of any type of content. This process enables one thing to be put next to another without leading to conflict, even if originally the two may have been antithetical. Therefore, juxtaposition is the notion that best explains the type of procedure employed by the Japanese when they deal with something that does not come from their culture.

In this article, an attempt is made to explain the homogenization of world dress, particularly for men, and at the same time to understand why – in a number of places – that homogenization has been resisted, and specific forms of supposedly local clothing have been used as markers of identity. The argument revolves around two main themes. First, the development of continent, and later worldwide, systems of manufacturing and distribution of clothing, beginning in New York in the middle of the 19th century, allowed the spread of particular forms of dress. Secondly, this dress was seen as being modern. In some cases this led to its enthusiastic, or to its enforced, adoption, in the hope that it would bring about socio-economic modernization. Elsewhere, it was rejected as being a part of imperial domination.