The history of the modern world is a
record of highly varied activity, of incessant change, and of astonishing
achievement. The lives of men have, during the last few centuries, increasingly
diversified, their powers have greatly multiplied, their powers have greatly
multiplied, their horizon been enormously enlarged. New interests have arisen
in rich profusion to absorb attention and to provoke exertion. New aspirations
and new emotions have come to move the soul of men. Amid all the bewildering phenomena,
interest, in particular, has stood out in clear and growing pre-eminence, has expressed
itself in a multitude of ways and with an emphasis more and more pronounced,
namely, the determination of the race to gain a larger measure of freedom than
it has ever known before, freedom in the life of the intellect and spirit,
freedom in the realm of government and law, freedom in the sphere of economic
and social relationship. A passion that has prevailed so widely, that has transformed
the world so greatly, and is still transforming it, is one that surely merits
study and abundantly rewards it, its operations constitute the very pith and
marrow of modem history.
Not that this passion was unknown to
the long ages that proceeded the modern periods. The ancient Hebrews, the
ancient Greeks and Roman blazed the was leaving behind them a precious heritage
of accomplishments and suggestions and the men who were responsible for the
Renaissance of the fifteenth century and the Reformation of the sixteen century
contributed their imperishable part to this slow and difficult emancipation of
the human race. But it is in modern times the pace and vigour, the scope and
sweep of this liberal movement have so increased unquestionably as to dominate
the age, particularly the last three centuries that have registered great
triumphs of spirit.
What according to the author, is the
history of the modern world a record of?
Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Integrating the concept of
lifelong learning with the educational structure would imply
