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…

By repositioning the salonniere as a progressive, feminist educator who employed a constructivist framework to regulate the discourse of the male philosophes who frequented her salon space, this article offers a new vantage point from which to examine her influence on the Enlightenment cause. Feminist historians have insightfully analysed the…

In this article, the authors focus on ways to structure conversations about racism in world history classrooms through a case study of race and racism in Haiti at the turn of the 19th century. Drawing on the events of the Haitian Revolution, the authors describe how identifying patterns of racial hierarchy can provide a framework for talking about…

The article below deals with the phenomenon of French Huguenots in the English educational milieu in the early modern period. From private tutors to schoolmasters, travelling tutors and owners of riding schools, they occupied an important place in the local society. Through a careful evaluation of various references to Huguenot educators and…

In addition to the longstanding threat posed by narrow economism, faith in the possibility of peace and progress through democratic politics -- central to the humanistic vision of the 1972 Faure report -- today faces additional challenges. These challenges include the ascendancy of neurocentrism in the global policyscape. Whereas the effects of…

Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through…

In France, the philosophy of education is not accustomed to reflect on the concept of the "education system". Often, the "humanistic" purposes that it gives to education are far away from the real goals of a systematic education. Often also, it is confined to a critical attitude, whose constructive side is missing. Which form…

This paper argues that all research should be based on humanistic pedagogies with educational functions. While conducting research associated with issues of teaching English as a foreign language (EFL), researchers should pay attention to whether the samples have also been well educated. This study emphasizes that when focusing on significances of…

This book is divided into four parts. In Part One the author considers the natural factors which have influenced the various national systems of education. They comprise racial, linguistic, geographical and economic factors. In Part Two he considers the contribution of religious traditions to education, more particularly those of the Catholic and…

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the world can read them in a single manageable volume. Michael A. Peters has…

Written in French, the essay examines the evolution of the notion of culture as related to French educational history and the concept of humanism. Culture is defined as the individual acquisition and development of intellectual, psychological, and physical faculties. A brief comparison with German humanistic pedagogy is included. (KC)

Simone de Beauvoir, best known outside France as a leading modern feminist theorist, is also recognized as a writer of literature, philosophy, and drama. In this essay, James D. Marshall aims to present Beauvoir, not as a mere entry in the history of French philosophy, nor as an under-laborer to Jean-Paul Sartre, but as someone who has important…

A preliminary inquiry on "The contemporary judgment as to the culture element in education and the time that should be devoted to the combined school and college course." was authorized by the Council of Education of the National Education Association at the Boston meeting, 1903, and a committee was appointed. The brief recommendation of…