Universal, Plural and Quality Education, and Citizen Education
The State of the Right to Education Worldwide: Free or Fee
Can We Close the Education Gap?
Education International’s Response to the Global Monitoring Report 2006 on "Literacy for Life"
Digital Publishing in Developing Countries
Policy Paper on Education: Building the Future through Quality Education
Oil slicks: An Ocean of Profits
Campaign for People’s Goals for Sustainable Development
The UN: Which Reforms for What Future?
Conceptualising Global Democracy
A European Way of Security. The Madrid Report on the Human Security Study Group
Soldiers and the Latest Trends: Lessons from Yugoslavia?
Universal Declaration of Emerging Human Rights
Territories: Paradigm Shifts That Need to Be Made for the Transition
Redefining Global Governance to Meet the Challenges of the Twenty-first Century
Participate in the Drafting and Circulation of the Charter of the Peoples of the Earth
Statement No. 1
The State’s Legitimacy in Fragile Situations
A More Secure World: Our Shared Responsibility
An Ecological Act: A Backgrounder to the National Rural Employment Guarantee Act (NREGA)
Greenhouse-gas Emissions and Global Mitigation Efforts
For a Legitimate, Efficient, and Democratic Global Governance
People-centered Global Governance: Making It Happen!
Great Transition: The Promise and Lure of the Times Ahead
The Challenge of Environmental Governance
Another Future Is Possible
Seven Leverage Points for the Passage from Economy to Œconomy
An Open Letter to the Commoners and Co-operators of the World
What Europe does the world need?
Proposals for a Fair and Democratic Architecture of Power
If we want the Earth to be able to meet the needs of its human population, society must undergo a transformation. Thus, tomorrow’s world must be fundamentally different than the one we know today. We must therefore work toward building a “feasible future.” Democracy, equality and social justice, and peace and harmony with our natural environment: these must be the key words for this future world. In this context, UNESCO asked Edgar Morin to express his ideas in the very essence of future education, under the theme of "Complex Thought."
In the framework of evolution towards fundamental changes in our lifestyle and behavior, education - in the widest sense of the word - plays an essential role. Education is the “force of the future”, because it constitutes one of the most powerful instruments for driving change. One of the toughest challenges will be how to alter our thought so as to face the increasing complexity, the speed of change and the unpredictable nature of our world. We should reconsider the organization of knowledge. In order to do this we must break down the traditional barriers between disciplines and develop the means of bringing back together what has until now been separate. We must re-formulate our education policies and programs. In making these changes it is vital to keep looking ahead on the long term, towards the world of future generations towards whom we have a huge responsibility.
In the context of his vision of “Complex Thought”, Edgar Morin’s essay was published by UNESCO as a contribution to the international debate on how to redirect education towards sustainable development. Edgar Morin presents seven key principles which he considers necessary for future education. His ideas can open up a debate which contributes to helping teachers and leaders to clarify their own thoughts on this vital issue.
The paper does not aim to be a catalog of subjects to be taught, but to look at a selection of fundamental issues that have been completely ignored or forgotten and are, according to the author, necessary for education in the twenty-first century. These are: the problem of the learning process itself and human knowledge, and the absence of reflection on these; the principles for interrelated knowledge beyond its division into disciplines, teaching of the human condition, teaching earth or planet identity; awareness of human and scientific uncertainties and teaching strategies to tackle them, teaching the very process of human comprehension, and finally the ethics of the human species.
Source: UNESCO Documents and Publications