開拓未實現的未來：Faure report、UNESCO的人文主義和教育解放的必要性
在UNESCO出版《Learning to be: The world of education today and tomorrow》50 年後， Gert Biesta近期在《International Review of Education – Journal of Lifelong Learning 》中，針對“Faure report”發表了一些評論。
這篇由Biesta所發表的“Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education”一文，將Faure report的教育願景定義為人文主義和民主，文章中所強調的重點，在於整個生命過程中提供教育的必要性。
Biesta 提到受教權是如何隨著時間的推移，逐漸轉變為一種義務。此外，這項義務更是與經濟密切相關，尤其是個人在瞬息萬變的勞動力市場中保持就業的責任。
與其說當初 Edgar Faure 和他的國際教育發展委員會在 1972 年所制定的教育規章，被一個完全的教育規章所取代，Biesta建議在閱讀這份報告時，可以將其解讀為是在說明教育與社會間的某種關係，意即教育本身的完整性是被認可的，而不僅僅只是實現某種特定規章的工具。
睽違50年後回顧起這份報告，Biesta認為，它為教育本身的解放提供了強而有力的論述基礎，而今天的世界仍然非常需要它。
閱讀由Biesta所發表的“Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education” 點這裡 或下載PDF
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Close to 50 years after UNESCO’s publication of Learning to be: The world of education today and tomorrow, Gert Biesta provides an assessment of this seminal report, known as ‘the Faure report’, in an article just published by the International Review of Education – Journal of Lifelong Learning. In the paper “Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism and the need for the emancipation of education”, Biesta characterises the educational vision of the Faure report as humanistic and democratic and highlights its emphasis on the need for educational provision throughout the life-course.
Biesta 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 in 1972 Edgar Faure and his International Commission on the Development of Education set a particular agenda for education which has meanwhile been replaced by an altogether different agenda, Biesta suggests a reading of the report which understands it as making a case for a particular relationship between education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, Biesta 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.
