Letters to Prospects

Dear Sir,

When I saw that Learning to Be was to be produced, in all, in twelve languages, I imagined that those languages would be those which are most widely used, especially in developing countries. Clearly they would include English, French, and Spanish, which are used extensively outside their original areas. But to my surprise I find that the other nine languages include Danish, Dutch, Finnish, Hebrew, Hungarian, Romanian, Serbo-Croatian. One has nothing against our friends in Denmark, Holland and the rest, but what of Malay/Indonesian, Arabic, Urdu, all of which are spoken by many millions, and which are the languages of developing countries? If it be argued that the reading public in these countries is small, the reply is surely that the production of Learning to Be was never a commercial enterprise, and that a Danish edition, and several others, are hardly likely to be economic.

Here in Indonesia the number of officials who can fully understand the book in any of the languages now to be used is remarkably small, so much so that we are attempting to translate the principal points and arguments into Bahasa Indonesia, in order to reach the minds of the very people who will be able to change the educational system.

I am, Sir,
Yours faithfully,
C. H. Green
Project Manager
Unesco-Fundwi
Jakarta (Indonesia)

Dear Editor,

The subject¹ of the 'Dossier' in your spring issue is fascinating. Here we are, approaching a ubiquitous monster, technology, each one blandishing his preferred weapon, in the hope of subduing it....

1. 'Technology and General Education', Vol. IV, No. 1, 1974. Ed.

It seems to me that the ultimate weapon, a comprehensive approach, is somehow missing. Not that all of those going through general education need acquire a total grasp of the subject, or that a total offensive, on all fronts, is possible; but certainly an over-all view of the matter would give a clue as to how far the various approaches possible would be from the core of the matter. Doing this, or dissecting objects, or delving into the underlying theoretical principles, they are only facets of a reality which goes far beyond the addition of them all. Each specific approach then risks distorting reality and may thus be even worse than ignoring it. Technology, as an action, consists of processing materials, energy and information in a deliberate way. Its products are not necessarily objects, but can be information presented in a certain way, the emission of a sound wave to a definite end, etc. The objective of any technological action is ultimately to have an interaction between Man and product, which Man desires, needs or likes but, in so doing, a number of other things happen: in Man himself, in what surrounds him, in nature at large. A graphical picture of the whole could be that of the diagram proposed here. (See figure below.)

When technology is approached via manual work, one is only skimming an insignificant area of the total, somewhere in the box labelled processing' in the diagram. When the approach is that of the morphology and functioning of technical objects, one is simply observing an insignificant part of the results of technological activity. When the approach is through theory, one is probably coupling processing or functioning with physical phenomena, thus ignoring, among other things, the place that deliberate use of information has in all aspects of technology, and the infinite complexities and empirism that comes into all things technological. Above all, in all these approaches, one is disregarding the fact that the common man is mainly a user, a consumer of the products of technology, and more than that, that his life is conditioned by technology, regardless of his wants or intentions. The valid approach for most people should begin with awareness, i.e. from the bottom area of the diagram rather than from the top.

This does not necessarily mean neglecting certain paramount objectives such as inducing a liking for manual work of helping build the spirit of observation and a critical mind. A 'valid' approach should achieve these two ends, and in addition help localize the individual in the world in which he develops; so, while inducing him to become an active agent and an intelligent user of technology, it attempts giving him the awareness indispensable to shun its negative side.

F. F. PAPA-BLANCO,
Latino American Institute
for Educational Communication
(ILCE), Mexico.

Technology

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Unesco and Les Éditions de La Baconnière announce the publication of a new international periodical, Cultures, to be issued quarterly in separate English and French editions; Cultures will average 250 pages per issue, with occasional illustrations.

As its title indicates, Cultures will cover a wide but well-defined field: it will explore the very concept and definitions of the word 'culture', tracing its development in all regions of the world and the influence of cross-cultural contacts. The varieties of cultural creativity and the development of artistic expression will be examined, along with the role of cultural institutions in society. The magazine will also focus on how organized cultural policies emerge and will take a close look at the broad range of theories and problems involved in studying culture from an inter-cultural, inter-regional and international point of view.

The first issue of Cultures appeared late in autumn 1973. Concerned with 'Society and Music', it probed the place of music in contemporary life, both in industrial and non-industrial societies. Special emphasis was given to music in the environment, with music as communication being described in a series of interviews with prominent figures of the musical world: Pierre Boulez, Yehudi Menuhin, Ravi Shankar, and Luciano Berio and Andrew Lloyd Weber, two contemporary composers of widely differing styles. Important international musical organizations were discussed, principally the International Music Council (CIM), now celebrating its twenty-fifth anniversary.

Future issues will deal with 'Aspects of Popular Culture', 'Culture in the Context of Asia', 'Music in the Third World' and 'The Image of History in Motion Pictures'.

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Contents of preceding issues

Vol. III, No. 3, Autumn 1973

Philip H. Coombs (Director of the study)
Should one develop nonformal education?

Viewpoints and controversies: Reconsidering 'Learning to Be'

Michel Debeauvais Problems of cost and opportunities
Pablo Latapi Education and international justice

Elements for a dossier: Secondary education, training and employment

Leo Fernig Introduction
Sven Grabe An historical interpretation Confronting the hopes of young Africans
Cheikh Hamidou Kane Introduction
A. T. Flandre Vocational training - institutions or cogs in the economic machinery?
Jan Versluis The qualitative mismatch in developing countries
Chang Min Kee Nationalizing education and employment problems in Malaysia
Juan Jacobo Muñoz Secondary education and training for the labour market in Colombia
Yu. P. Avericev Guiding school pupils towards manual occupations in the U.S.S.R.

Trends and cases

Baba Akhib Haïdara An example of an African higher teacher-training college: Bamako
Leo Goldstone An International Standard Classification of Education (ISCED)

Vol. III, No. 4, Winter 1973

Robert B. Livingston Neurosciences and education
Otonti Nduka Toward a national policy on education in Nigeria

Viewpoints and controversies

Bikas C. Sanyal Two approaches to educational planning: conflict and complementarity
Mark Blaug Manpower forecasting as a technique, not an approach to planning

Elements for a dossier:

The European university in change
Joseph Herman Introduction
Alain Touraine Death or change of the universities?
Henri Janne The European university in society
A. N. Matveev The university and research
Karl-Heinz Wirzberger The third reform of higher education in the German Democratic Republic
Heinz Draheim The Gesamthochschule: a model of mobility
Branko Pribicevic and Jovan Gligorijevic Self-management in Yugoslav universities
Stuart Maclure Beyond the university to mass higher education

Trends and cases

The Free Gymnasium of Copenhagen
Leonid Grekov Out-of-school education in the Ukrainian S.S.R.

Vol. IV. No.1, Spring 1974

René Maheu The university in Europe: From detente to co-operation
Czeslaw Kupisiewicz Principles for modernizing of education
Frank J. Oppenheimer and Karen C. Cole The exploratorium: A participatory museum

Viewpoints and controversies

Lucien Morin Educational opinionitis and the restoration of the intellectual status of the teacher

Elements for a dossier: Technology and general education

Harold A. Foecke The man-made world
Lucien Géminard Technocracy and humanism
Hubert M. Dyasi Integrated science education in African primary schools
T. O. P. Fernando Pre-vocational education in Sri Lanka
Gerhart Neuner Polytechnical education in the German Democratic Republic
Guilhermo Dutra da Fonseca The secondary-school reform in Brazil
John J. Sparkes The Open University
Hubert Unterbrunner Problems and possible solutions

Trends and cases

Ferdinand Azegue Community advancement and school education in Cameroon
Joaquín Tena Artigas General basic education in Spain