Permanent Education (Plan Europe 2000, Project 1: Educating by B. Schwartz

By B. Schwartz

The academic examine provided this is an tried synthesis of labor conducted during the last years via diversified humans each one of whom in his or her personal exact box of job has enquired into the technique of enforcing a coverage of everlasting schooling. even though I obviously imagine whole accountability for the ultimate textual content, the latter needs to, despite the fact that, be considered as the fruits of collective paintings. Huguette Flamand and Fram;ois Lebouteux have including myself been chargeable for the advance of the undertaking in all its phases. we've benefited from the contributions of Messrs. Amiot, Antoine, Balcon, Berbain, Mrs. de Boissieu, Mr. Boulanger, Mrs. Castaguo, Messrs. Cousin, Durand, Elie, Guigou, Hautenauve, Hum bert jean, Mrs. Knecht, Messrs. Littoz-Baritel, Malglaive, Perriault, leave out Remy, Mr. Schmidt. With their contract, their texts, a listing of that is given in an appendix, were built-in into the research with no particular point out. Others who've been type sufficient, at our request, to imagine the thankless function of adviser and critic at quite a few phases during this paintings are Mrs. Puybasset, Messrs. Caspar, Girod de l'Ain, Migne, Palmade, Pechenart and Sicard-Alliot. I thank all of them the following, hoping that i've got by no means betrayed their intentions and imagine they're going to locate during this textual content a devoted mirrored image in their principles and the echo in their personal issues. ultimately, we have now benefited from the various contacts which we have been capable of make in France and out of the country.

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Additional info for Permanent Education (Plan Europe 2000, Project 1: Educating Man for the 21st Century) (Volume 8)

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Our educational system must be based on that very life, even if the individual for whom we assume responsibility is suddeuly transformed by an added dimension of true existence which distinguishes him from others yet links him to the group. Continuity in time Why is this necessary? What does it mean? The environment is constantly changing and will change more and more quickly, and, moreover, man himself undergoes profound changes during his life and, with him, changes in his relationship with the environment and to his own needs, whence comes the necessity for lifelong education (and, in particular, the importance of training for mature adults).

Factors influencing the Development oj Education, UNESCO, Paris, 1971. CHAPTER III THE POLITICAL AND THE EDUCATIONAL The purpose of all the following sections of this report is to define the educational system which we want to evolve, relating it to the type of society which we hope will develop and which we defined in Chapter II. Unfortunately however the main trends which we have briefly studied in most cases diverge from, if they do not go completely against, our projects. Does this mean that we are drawing up an educational project in order to try to alter socio-political reality, thus falling into the illusion of technocratic educational thought believing that to transform the educational system is all that is needed to transform the social system?

Whence totality of education This all makes evident the necessity for what we have termed the continuity of education in space, based on the one hand on the removal of partitions and the disappearance of all the hierarchy of the different modes of teaching and intellectual and physical development and, on the other hand, on the systematic opening up ofthe school to all aspects of life. From a structural point of view, our plan will therefore aim at making maximum possible educational use of individual motivation.

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