Reclaiming a future that has not yet been
The Faure report, Unesco's humanism and the need for the emancipation of education
Bibliographic Data
| ID | 4199702 |
|---|---|
| Authors | Gert Biesta (0000-0001-8530-7105, National University of Ireland, Maynooth, corresponding author) |
| Year | 2022 |
| Volume | 68 |
| Issue | 5 |
| Pages | 655-672 |
| Publication date | 2022-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0020-8566 • E-ISSN: 1573-0638 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11159-021-09921-x |
| OpenAlex | W3207766413 |
| Language | EN |
| Citations received | 29 |
| References cited | 14 |
Fifty years after UNESCO's publication ofLearning 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his International Commission on the Development of Education set a particular agenda for education that has, over time, been replaced by an altogether different agenda, the author suggests a reading of the report which understands it as making a case for a particular relationship between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
Argument (complex analysis · Democracy · Duty · Emancipation · Environmental ethics · Humanism · Pedagogy · Political science · Politics · Reading (process · Social science · Sociology · Global Education Systems and Policies · Global Educational Policies and Reforms · Higher Education Learning Practices · Law · Philosophy
Taking the angle of the student
Mapping our way out? Critical reflections on historical research and the Faure report
Digital education utopia
Meanings and problems using the concept of quality in Chilean new public education
Re-reading the 1972 Faure report as a policy repertoire
Untangling ideologies in lifelong learning discourse
When the Whole Is Less Than the Sum of Its Parts
Leveraging Online Teaching and Learning to Foster Critical Global Citizenship Education
Global South university educators’ perceptions of global citizenship education
Unesco discourse on the teaching profession
Non-secular ideas and environmental education
Still ‘the conscience of humanity’? Unesco’s vision of education for peace, sustainable development and global citizenship
Humanism and democracy in comparative education
Tracing the history of humanism in international education
Creating thresholds for success and ‘underachievement’
The overly economic orientation of lifelong learning in European policies
Global and European adult education policies in times of crisis
Revisiting the Faure report
Faure’s new social contract fifty years later
Learning from the past for the future
Creating our future
A design for democracy
Conceptualising praxis, agency and learning
Knowledge culture in the postdigital era
The evolution of the OECD's position on equity in global education
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Reimagining adult education and lifelong learning for all
Force and resistance
The golden thread and the common treasury
Learning
What's the Point of Lifelong Learning if Lifelong Learning Has No Point? On the Democratic Deficit of Policies for Lifelong Learning
Pédagogie
The Social thought of C. Wright Mills
Resisting the seduction of the global education measurement industry
Paideia and the Search for Freedom in the Educational Formation of the Public of Today
Have lifelong learning and emancipation still something to say to each other
Unesco’s utopia of lifelong learning
| Unique citing works | 29 |
|---|---|
| Citations per year | 5,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |