European Documentation and Information Centre - Development

Development

When the CEDI became a civil law association in 1957, its head office was officially moved to Munich, Madrid remaining nevertheless a central branch office of the organization. With General Charles de Gaulle returning to the political stage in 1958, his fellows transformed the CEDI into an international forum in order to diffuse their conceptions of European politics. The cooperation between French Gaullists and German Christian Democrats has also been prepared by CEDI’s initiatives.

The Gaullist engagement weakening by the end of the 1960s, Spanish influence in the Documentation Centre increased again. CEDI evolved into an instrument of Spanish interests in Latin America, reached out for Africa and Asia, and finally turned toward the domain of development policies.

Nevertheless, the organization had transgressed the zenith of its diplomatic activities. The urgent necessity of recruiting new members was perceived, but the CEDI did not find any solution to solve these problems. The political transformation process in Spain by the middle of the 1970s deprived the CEDI of its last material and organizational basics.

Read more about this topic:  European Documentation And Information Centre

Famous quotes containing the word development:

    “Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
    —Sara Lawrence Lightfoot (20th century)

    “For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
    —Selma H. Fraiberg (20th century)

    “Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
    —James L. Hymes, Jr. (20th century)