[1]陈红燕.以未来为起点构建新的教育图景——联合国教科文组织《一起重新构想我们的未来》报告的“未来”反思[J].南京师大学报(社会科学版),2023,(01):061-71.
　CHEN Hongyan.Building a New Educational Landscape by Taking Future as the Starting Point: A Futurological Reflection on UNESCO's Reimaging Our Futures Together[J].Journal of Nanjing Normal University (Social Science Edition),2023,(01):061-71.
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以未来为起点构建新的教育图景——联合国教科文组织《一起重新构想我们的未来》报告的“未来”反思
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2023年01期
页码:
061-71
栏目:
教育学研究
出版日期:
2023-02-25

文章信息/Info

Title:
Building a New Educational Landscape by Taking Future as the Starting Point: A Futurological Reflection on UNESCO's Reimaging Our Futures Together
作者:
陈红燕
Author(s):
CHEN Hongyan
关键词:
未来教育;  替代性未来;  偏好性未来;  教育图景
Keywords:
future education;  alternative future;  preferred future;  educational landscape
摘要:
在德洛尔报告发布25年之后,联合国教科文组织在2021年的第41届大会上发布了其历史上第三份重量级的报告:《一起重新构想我们的未来:为教育打造新的社会契约》。该报告一方面揭示了当前教育所面临的宏观环境,另一方面也从内部探讨了教育发展的瓶颈与可能,试图勾勒一幅面向2050年的未来教育新图景。本研究指出,要成为未来教育的主动参与者与构建者,而非执行者,就需要超越报告的文本意思,深入厘清报告背后的思考逻辑,尤其是未来教育图景背后的“未来”逻辑。为此,本研究采用历史纵向对比,横向勾勒、未来三角绘制等方法,对报告中的话语转向、未来学逻辑、以及新的教育图景描绘等方面进行了分析。研究认为,当前联合国教科文组织呼吁的是一种从个人转向关系、从人类中心主义转向生态正义的新人文主义观,以构建一个以未来为起点的复数未来,在此多主体参与成为未来构建当中最主要的变量。此外,新的教育图景中的留白提醒我们,社会契约应当被视为一种隐喻,而非事实性未来。
Abstract:
Twenty-five years after the Delors Report, UNESCO issued its third major report in its history entitled Reimagining Our Futures Together: A New Social Contract for Education at the 41st session of the General Conference in 2021. The report, on the one hand, reveals the current macro-environment of education and, on the other hand, examines the bottlenecks and possibilities for its development from the inside, attempting to sketch a new picture of education for the future in 2050. The present study points out that in order to become an active participant and constructor of future education, rather than an implementer, it is necessary to go beyond the textual meaning of the report and delve into the logic behind it, especially the “future” logic behind the picture of future education. To this end, this study uses diachronic comparison, synchronic analysis, and the futures triangle to analyze the report's discursive turn, futurological logic, and the resolution of a new educational landscape. The study argues that UNESCO is currently calling for a new humanist vision that shifts from the personal to the relational, from anthropocentrism to ecological justice, in order to build plural futures that start with the future, where the participation of multiple subjects becomes the most important variable in the construction of the future. Moreover, the blank space in the new educational landscape reminds us that the social contract should be seen as a metaphor rather than a factual future.

相似文献/References:

[1]卜玉华.当前国际社会对未来教育的四种探究进路及其启示[J].南京师大学报(社会科学版),2022,(03):013.
　BU Yuhua.Research on Future Education in the Current International Community:Four Approaches and Their Implications[J].Journal of Nanjing Normal University (Social Science Edition),2022,(01):013.

备注/Memo

备注/Memo:
陈红燕,教育学博士,华东师范大学教育学部国际与比较教育研究所副教授(上海200063)。本文系国家社会科学教育学重大项目"未来学校的组织形态与制度重构的理论与实践研究"(VFA210006)之研究成果。
CHEN Hongyan, PhD in Education, Associate Professor at Institute of International and Comparative Education, Faculty of Education East China Normal University(Shanghai 200063).
更新日期/Last Update: 2023-02-25