Western Europe of the early 21st century is going through a process that is sometimes referred to as “the arrival of the Third Wave civilization”, that is the information civilization. The civilizational transformations result in two “revolutions” – post-national and post-industrial. Just like the 19th-century national and industrial revolutions, they involve deep social changes and consequently provoke resistance and a wave of counter-mobilisation against the upcoming “new order” – global, post-national, and post-industrial. The basic assumption of this article is that the classical theoretical schemes developed by Stein Rokkan and Seymour Lipset may come as analytical tools useful in explaining contemporary political phenomena. Rokkan’s theory seems to be the analytical model that is still helpful in explaining the election behaviours as well as political conflicts and divisions present within current political systems, and its heuristic power is high.

Communicating as a process requires referring to the space of social communication, which I understand as the assumptions of the sense of communication symbols. Hybridity as a phenomenon in culture is on one hand a social fact, the effect of globalization processes, on the other it becomes a challenge in the process of educational narrative. Maintaining continuity and cohesion in culture in the face of the problem of hybridity and building communication capable of taking up this challenge seems to be an important consideration also (and perhaps above all) in the field of pedagogy. Multiculturalism as an idea, if it were to become a social principle, requires a debate of competent interlocutors. Hence the need to reflect on the communicative competence of the units of the multiculturalism standard.