, Volume 3, Issue 3, pp 317–323 | Cite as

Education and international justice

  • Pablo Latapi
Viewpoints and Controversies: Reconsidering ‘Learning to be’


International Justice 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    ‘The school has its own role to play and will have to develop it even further. But it will be less and less in a position to claim the education functions in society as its special prerogative.’ The budgeting of education ‘reflects the old idea that schooling is the only valid education and that the time for learning is limited to traditional school age’ (p. 44). ‘... governments can hardly fail to question whether trying to satisfy this demand uniquely through existing institutions and budgets is reasonable, and whether it would not be more appropriate to use other forms and other means’ (p. 49). ‘The most unquestioned dogma in education is that related to the school: Education equals School. Of course, it is true that schools ... continue to develop their fundamental role in the education system. But the school's importance in relation to other means of education and of communication between the generations is not increasing, but diminishing’ (p. 82 et seq.).Google Scholar
  2. 1.
    C. Geronimi, ‘L'Avenir de l'Éducation en Afrique’,Revue Française de Pédagogie, January–March 1973, p. 42.Google Scholar
  3. 1.
    The Report does this by proposing scientific humanism as the first of the aims of education, by trusting to technology to solve educational problems, and by basing on science the harmonious coexistence of mankind, etc.Google Scholar

Copyright information

© UNESCO 1973

Authors and Affiliations

  • Pablo Latapi
    • 1
  1. 1.Centro de Estudios Educativos de MéxicoMexico

Personalised recommendations