Education as a new topic of reports of the Club of Rome
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education, Club of Rome, values, Bildung, communities, responsibility

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Podoliakina, O. (2020). Education as a new topic of reports of the Club of Rome. Multiversum. Philosophical Almanac, 1(2), 111-125.


The article is devoted to the review of the formation of the preconditions of the Club of Rome's appeal to the topic of education. The Club of Rome has long gained prestige in political and economic circles. However, for a long time Club’s reports were little used in the educational process. Apparently, they were considered too hypothetical or somewhat politicized. For its part, the Club of Rome did not care too much about education. Recently, the situation has begun to change radically: education has become interested in the Club of Rome, and the Club of Rome has finally paid special attention to education. The publication of Lene Rachel Andersen's report "Bildung: Keep Growing" (2020) is significant, in which the author opposes excessive individualism and excessive socialization as an alternative to a high degree of independence and social integration. Andersen addresses the need to identify first the values on which the success and stable well-being of modern society is possible, and it is for this that she turns to education as an area where these values can be instilled in the new generation. If the first reports of the Club of Rome there were dominated by the economic, environmental and political issues, then gradually by the issue of values, social capital as the basis of possible sustainable development of mankind begins to come to the fore. By the end of the 2000s, the Club of Rome had formed the basic preconditions for the transition to educational issues, but only the covid-19 pandemic became the trigger mechanism that started such a transition. Andersen draws attention to education in Danish way, which is rooted in education in German way – Bildung – and is closely intertwined with it. Bildung for Andresen is both a process of personality formation and the result of this process – when the individual becomes an integral part of a community. To this end, Andersen focuses on how the Danes have transformed Bildung into folk-bildung, ie national education, and puts the role of communities in education first. First of all, according to the scale of coverage it should be reoriented basic education and its employees in terms of values, methodology and content. The second in scope, but perhaps even the first in importance, is higher education – because it prepares social elites. It is also necessary to take constant measures in the regime of adult education, because the basic education of leaders allows to significantly and sufficiently increases their competence in managing social processes in light of new prospects for human development through short-term training programs.
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