Permanent Education [Paperback]

I. System of Values Underlying This Project.- What Type of Society?.- A broader and more integrated society. A pluralistic society. An egalitarian society.- For What Kind of Man?.- A man fulfilled both physically and intellectually. An autonomous man, creative but socially well-adapted. A real man or a target image?.- II. Main Trends and Margins of Choice.- Central Hypotheses.- Concentration of Means of Production.- Concentration of Decision-Making.- Increasing Division of Labour.- Increasing Leisure Time.- Increasing Consumption of Goods and Services.- Proliferation of Information.- Increasing Demand for Education.- A Plan for Education is Always a Political Plan.- III. The Political and the Educational.- Education: Product and Motive Force.- Under What Circumstances Can Social Conditions be a Cultural Factor?.- Feed-back must be improved. Cultural creativity must be within every-ones grasp. Cultural guidance must really be guidance.- To What Extent Can the Educational System Correct Cultural Inequalities?.- The Proposal We are Backing: Permanent Education.- IV. Guiding Principles of Our Plan.- Continuity in Space and Time  Structural Incidences.- Continuity in space. Continuity in time.- Developing and Using Human Faculties to the Full  Definition of This Principle  Structural incidences.- Means of achieving maximum equality of opportunity. Means of ensuring that no one enters employment without vocational training. Means of developing individual personality to the full. Towards a new system.- V. General Structures.- Pre-School Education.- The problem. The r?les of nursery schools. Structural organization.- The Basic School.- Primary stage: General organization and methods. Curriculum.- Secondary stage: General organization and methods.- Tertiary stage: The problem of selection. The intermediate stage, or vocational guidance college preparing for higher education. Vocational education.- Post-School Education.- The universities. Continuous adult education.- VI.l£3