Philosophy and Process of Education for Integral Development of Personality
We may begin with a brief reference to the 1972 Report of the International Commission on Development of Education, established by UNESCO, -- the Report which conveys its theme so aptly through its own title, "Learning to be". The Report had become very famous during the seventies, but it has unfortunately receded into the background. To know, to possess and to be – this the central demand of life, and, rightly, this ought to be the central demand of education, particularly when, as in the Report, there is a clear and categorical recognition of the need for a fundamental identification of life and education. As the Report states in the very first principle of 21-point programme for a global strategy in education: "Every individual must be in a position to keep learning throughout his life. The idea of lifelong education is the keynote of the learning society."
But, as we begin to seek for the meaning of lifelong education and its central theme "to be", we are confronted with a number of implications which in their turn centre round the idea of personality and personality development. As M. Edgar Faure, the Chairman of the Commission, states, one of the underlying assumptions of the Report is "that the aim of development is the complete fulfilment of man, in all
 Learning To Be, UNESCO, p. 181