Reclaiming a Future That Has Not yet Been: The Faure Report, UNESCO's Humanism and the Need for the Emancipation of Education

Autor/in	Biesta, Gert
Titel	Reclaiming a Future That Has Not yet Been: The Faure Report, UNESCO's Humanism and the Need for the Emancipation of Education
Quelle	In: International Review of Education, 68 (2022) 5, S.655-672 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biesta, Gert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09921-x
Schlagwörter	Humanism; International Organizations; Publications; Reports; Educational Philosophy; Futures (of Society); Educational Development; Economic Factors; Lifelong Learning; Democracy; Foreign Countries; France + Suchen Sie Ihr Suchwort? Humanismus; International organisation; International organisations; International organization; Internationale Organisation; Abschlussbericht; Berichten; Bildungsphilosophie; Erziehungsphilosophie; Future; Society; Zukunft; Bildungsentwicklung; Ökonomischer Faktor; Life-long learning; Lebenslanges Lernen; Demokratie; Ausland; Frankreich
Abstract	Fifty years after UNESCO's publication of "Learning to be: The world of education today and tomorrow," the author of this article provides an assessment of this seminal report, commonly known as "the Faure report". He characterises the educational vision of the report as humanistic and democratic and highlights its emphasis on the need for educational provision throughout the life-course. He demonstrates how the right to education has, over time, been transformed into a duty to learn. Moreover, this duty has been strongly tied to economic purposes, particularly the individual's duty to remain employable in a fast-changing labour market. Rather than suggesting that Edgar Faure and his International Commission on the Development of Education set a particular agenda for education that has, over time, been replaced by an altogether different agenda, the author suggests a reading of the report which understands it as making a case for a particular relationship between education and society, namely one in which the integrity of education itself is acknowledged and education is not reduced to a mere instrument for delivering particular agendas. Looking back at the report five decades later, he argues that it provides a strong argument for the emancipation of education itself, and that this argument is still needed in the world of today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01