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The Faure report and the Western and Soviet concepts of lifelong education

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Abstract

When the Faure report was published in 1972, the Soviet Union already had a robust and holistic cradle-to-grave, lifewide, lifelong education (LLE) system in place. Parts of this system and some of its ideology were reflected in the Faure report, thanks in large part to the contribution of one of the commissioners and authors, Arthur Petrovsky, professor of psychology and member of the Academy of Pedagogical Sciences (USSR). However, despite claiming to be a guideline for all UNESCO Member States, presenting both socialist and capitalist educational practices, the LLE model constructed in the Faure report is largely grounded in the Western intellectual tradition and mostly reflects the capitalist world’s challenges and conflicts, neglecting much of the USSR’s system at that time. This article, submitted for inclusion in a special issue marking the 50th anniversary of the Faure report, helps fill the gap of academic knowledge concerning the USSR’s role in the development of LLE and examines the bidirectional relationship between the Soviet Union and the Faure report.

Résumé

Le rapport Faure et les concepts occidentaux et soviétiques de l’éducation tout au long de la vie – À l’époque où le rapport Faure fut publié, en 1972, l’Union soviétique disposait déjà d’un système d’éducation tout au long de la vie qui était solide et holistique, et qui s’étendait à tous les domaines de l’existence, du berceau au tombeau. Ce système et cette idéologie se retrouvèrent en partie dans le rapport Faure, essentiellement grâce à la participation d’un de ses commissaires et auteurs, Arthur Petrovsky, professeur de psychologie et membre de l’académie des sciences de l’éducation (URSS). Toutefois, bien que se targuant d’être un guide pour tous les États membres de l’UNESCO, présentant les pratiques pédagogiques socialistes et capitalistes, le modèle d’éducation tout au long de la vie élaboré dans le rapport Faure est largement ancré dans la tradition intellectuelle occidentale et reflète principalement les défis et conflits du monde capitaliste, faisant l’impasse sur une grande partie du système de l’URSS de l’époque. Cet article soumis à parution dans un numéro spécial à l’occasion du cinquantième anniversaire du rapport Faure contribue à combler les lacunes scientifiques concernant le rôle de l’URSS dans le développement de l’éducation tout au long de la vie et se penche dans les deux sens sur le lien entre l’Union soviétique et le rapport Faure.

Peзюмe

Дoклaд Фopa и зaпaднaя и coвeтcкaя кoнцeпции нeпpepывнoгo oбpaзoвaния – К мoмeнтy, кoгдa «Дoклaд Фopa» был oпyбликoвaн в 1972 г., в Coвeтcкoм Coюзe yжe cyщecтвoвaлa oтлaжeннaя и цeлocтнaя cиcтeмa нeпpepывнoгo oбpaзoвaния «oт кoлыбeли дo мoгилы». Oтдeльныe элeмeнты этoй cиcтeмы и чacть ee идeoлoгии нaшли oтpaжeниe в «Дoклaдe Фopa» вo мнoгoм блaгoдapя вклaдy Apтypa Пeтpoвcкoгo – oднoгo из aвтopoв дoклaдa – пpoфeccopa пcиxoлoгии и члeнa Aкaдeмии пeдaгoгичecкиx нayк CCCP, пpeдcтaвлявшeгo cтpaнy в cocтaвe кoмиccии Фopa. Hecмoтpя нa пoзициoниpoвaниe coдepжaния дoклaдa кaк opиeнтиpa для вcex гocyдapcтв-члeнoв ЮHECКO – кaпитaлиcтичecкиx и coциaлиcтичecкиx – пpeдcтaвлeннaя в «Дoклaдe Фopa» мoдeль нeпpepывнoгo oбpaзoвaния в знaчитeльнoй cтeпeни ocнoвaнa нa зaпaднoй интeллeктyaльнoй тpaдиции и в ocнoвнoм oтpaжaeт пpoблeмы и кoнфликты кaпитaлиcтичecкoгo миpa, игнopиpyя мнoгиe acпeкты Coвeтcкoй cиcтeмы oбpaзoвaния тoгo вpeмeни. Этa cтaтья, пpeдcтaвлeннaя для включeния в cпeциaльный выпycк, пocвящeнный 50-лeтию «Дoклaдa Фopa», пoмoгaeт вocпoлнить пpoбeл в нayчныx знaнияx o poли CCCP в paзвитии нeпpepывнoгo oбpaзoвaния и иccлeдyeт двycтopoннюю cвязь мeждy Coвeтcким Coюзoм и дoклaдoм Фopa.

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Notes

  1. In December 1991, the USSR was dismantled; its fifteen republics – Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan – became independent states with the Russian state recognised as the successor of the USSR responsible for Soviet debts and the recipient of Soviet foreign assets.

  2. The new international economic order (NIEO) comprised a group of proposals released over the 1960s and 1970s to support economic independence and self-determination of developing nations and to build a more equitable economic world order. The UN general assembly adopted the Declaration on the Establishment of a New International Economic Order in 1974 (UN 1974).

  3. All quotations from these Russian sources included in this article were translated by the first author.

  4. Gennadii Mozhaev refers to pro-socialist (progressive) and pro-capitalist (reactionary) forces here. Such reference was a typical rhetorical construct in the party-state documents of the 1960s and the 1970s (see CPSU 1986a, 1986b).

  5. We use the language of the report, and the language common at that time, which divided the world into “developed” and “developing”; “First”, “Second” (communist), and “Third” World. We recognise the problematics of the language (e.g. development connotes inferiority of civilisations and peoples who are “developing”; the “first” world suggests it is somehow better across the board than those countries in second and third place; the language can also imply that countries are entirely responsible for how developed/developing they are without consideration given to multiple complicating factors, especially colonisation etc.). What is useful is to think of the differences across countries at the time in their ability to lift people out of poverty and to provide resources and develop infrastructure to support education and learning.

  6. In current contexts, нeпpepывнoe means continuous or constant and oбpaзoвaниe means institutionalised education.

  7. We include “[sic]” this one time here to call out the sexist language of the time. However, we use the language of the report throughout and refer to “man” where the report specified “man”. In keeping with linguistic conventions of the 1970s, the Faure report refers to “man” throughout (Elfert 2016, p. 132).

  8. Given our focus here more specifically on Soviet education, it is beyond the scope of this article to unpack more directly how Marxism is and is not reflected in the Faure report or in the concept of lifelong education furthered by UNESCO. The role of Marxist thought on developing lifelong education is a worthy topic for future consideration.

  9. As a point of comparison, the United States is mentioned 30 times.

  10. The language of the report in matters concerning the socialist countries is very discreet; the report avoids using politically driven assessments.

  11. Landau’s name is misspelled as Landa in the Faure report (Faure et al. 1972, p. 130).

  12. The Komsomol, an abbreviation created from Кoммyниcтичecкий Coюз Moлoдёжи [Communist Union of Youth] was a Soviet youth organisation for teenagers and youth aged 14–28.

  13. The Oktobrists (Oктябpятa) were a mass Soviet organisation for primary school pupils aged between 7–9.

  14. The Pioneers (Пиoнepы) were a mass Soviet organisation for pupils aged 10–14.

  15. Workers’ Clubs were established in the 1920s to provide workers and their families with facilities for out-of-school learning and recreation.

  16. Rural Clubs inherited the legacy of so-called People’s Houses established in the late 19th century in the Russian Empire. By the 1920s, their purpose was to provide space for literacy campaigns, and for social and political learning. In the 1960s and 1970s, Rural Clubs were considered the centres of rural life, providing access to library services, and a number of other opportunities for learning and recreation.

  17. Houses of Pioneers and Schoolchildren provided multiple out-of-school activities and learning opportunities for schoolchildren, e.g. clubs, study circles, choir, theatre and dancing collectives, etc.

  18. “Labour in the USSR is a duty and a matter of honour for every able-bodied citizen according to the principle: ‘Who does not work, does not eat’. The principle of socialism is being implemented in the USSR: ‘from each according to their ability, to each according to their work’” (GoU 1936, Article 12). “The source of the growth of social wealth and of the well-being of the people, and of each individual, is labour, free from exploitation …” (GoU 1977, Ch. 2, Article 14).

  19. Houses/Palaces of Culture were established in the 1920s and functioned in parallel with Workers’ Clubs and Rural Clubs. They provided a broad range of activities, including opportunities for learning and recreation, such as concerts, exhibitions, libraries, study circles, amateur dance and theatre collectives, choir, etc.

  20. It is important to note the tensions between and within communist countries here. As Elfert (2016) observes, Petrovsky complained repeatedly about the mis/underrepresentation of socialist systems of education to Faure Commission Secretary Asher Deleon, an avowed Yugoslav Marxist. Both Deleon and the UNESCO Soviet permanent delegate cautioned Petrovsky to not make too many waves by toning down his language and agreeing to place his concerns only as footnotes in the report. Deleon also reassured Petrovsky that, while his contribution on Soviet education would not be included in the Faure report text, it would feature in a UNESCO companion volume (UNESCO 1975; see Elfert 2016, p. 138).

  21. The Soviet school system aimed to prepare a harmoniously developed all-rounded personality (see Kairov 1948; Gmurman and Korolev 1967).

  22. This comparative analysis, identification of the contexts of education and creation of the two figures was initially developed for the first author’s thesis and will be elaborated on there.

  23. “[T]he human factor’, a phrase much used by Gorbachev” (Brown 2020, p. 4) refers to the role of individuals in society; this concept arose in the 1980s to signify a need for humanising communism and challenging a view of Soviet people as being “cogs in machines” (ibid., p. 275).

  24. This fact was revealed by the first author’s research which forms the basis of her PhD thesis.

  25. The figures were calculated based on the data provided by Worldometer for 2020 (Worldometer 2020).

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Acknowledgements

Some parts of this article (Ignatovich 2021) were presented at last year’s Adult Education in Global Times Conference (AEGT 2021). The analysis presented here is also part of the first author’s work on her PhD thesis The Construction of Lifelong and Lifewide Education in Russia and the USSR, 1721–2021, which she is currently completing at the University of British Columbia.

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  1. Department of Educational Studies, University of British Columbia (UBC), Vancouver, BC, Canada

    Elena Ignatovich & Judith Walker

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Ignatovich, E., Walker, J. The Faure report and the Western and Soviet concepts of lifelong education. Int Rev Educ 68, 747–771 (2022). https://doi.org/10.1007/s11159-022-09975-5

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