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As witness the large number of handbooks for children setting out the rules of polite behaviour which appeared from the sixteenth to the eighteenth century.
cf. J. Drèze and J. Derelle,Conceptions de l'Université, Paris, Editions Universitaires, 1968, 134 p.
A. N. Whitehead,The Aims of Education, p. 143, London, Williams & Norgate, 1929.
K. Jaspers and K. Rossmann,Die Idee der Universität, p. 175, Berlin-Göttingen-Heidelberg, Springer, 1961.
M. A. Prokofiev, M. G. Chilikin and S. I. Tulpanov, ‘Higher Education in the U.S.S.R.’,Educational Studies and Documents, Paris, Unesco, 1962.
P. Riœur: preface to Drèze and Derelle op. cit.Conceptions de l'Université, Paris, Editions Universitaires, 1968, 134 p. A similar idea, although expressed with no great conviction, occurs in the draft reform prepared by the French Minister of Education (R. Haby,Pour une Modernisation du Système Éducatif, Paris, La Documentation Française, February 1975).
This objective is mentioned in the Haby draft reform (op. cit.) which states that education should ‘prepare young people to grasp more varied, rapid and “conditioning” messages’.
The implications of this dilemma for physical education are spelt out in ‘L'Éducation Physique’,Esprit (Paris), No. 5, 1975.
op. cit..
O. Reboul, ‘Devenir Adulte’,Esprit (Paris), No. 3, 1974.
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Domenach, JM. Education and society in the context of the Western industrialized countries. Prospects 6, 7–18 (1976). https://doi.org/10.1007/BF02220129
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DOI: https://doi.org/10.1007/BF02220129