[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):013-24.
　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,(03):013-24.
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当前国际社会对未来教育的四种探究进路及其启示

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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

Title:: Research on Future Education in the Current International Community:Four Approaches and Their Implications

Keywords:: futures of education; technology-based forecasting of futures; evolutionary education; futures literacy lab; Causal Layered Analysis(CLA)

摘要:: 从世界范围看,未来教育是最近几十年的前瞻性、热点话题,但对于如何探究这个问题观点不一,大体上形成了四种探究进路:基于“技术预测”的探究进路; 基于知识进化的“进化教育学”探究进路; 基于预期系统理论的“未来素养”探究进路和基于后结构主义理论的“因素多层分析”探究进路。这些探究进路给予我们的启示是:未来是复数形态的,技术无法决定教育的未来,教育目的才是未来教育的根本出发点; 未来教育研究的目的不是为预则,而是为了探寻合理的未来以引导当下的行为; 未来教育探究进程中,后结构主义的思想方法有助于我们清晰地认识自己的局限性,从教育目的出发,探索和创造一个可取的未来教育。

Abstract:: From a worldwide perspective, future education has been a forward-looking and hot topic in recent decades, but there are different opinions on how to explore this issue. Out of the previous studies, four major approaches can be identified: the approach of technology-based forecasting of the futures of education; the approach of knowledge evolution-based “evolutionary pedagogy”; the approach of Anticipatory System Theory-based “futures literacy” education; and the approach using Causal Layered Analysis(CLA). The enlightenment of these approaches is as follows. The future is plural rather than singular: i.e., we have “futures” rather “a future”. Technology cannot determine the futures of education, and the purpose of education is the fundamental starting point of futures education. The purpose of educational futures research is not to predict, but to explore a preferable future to guide the management of the present. And post-structuralism is a kind of important basis of theory in the process of future educational exploration, which can help us to clearly understand our limitations and explore and create a desirable futures education by proceeding with the purpose of education.

[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.
　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,(03):061.

备注/Memo:: 卜玉华,教育学博士,华东师范大学基础教育改革与发展研究所教授、博士生导师(上海200062)。本文是国家社会科学教育学2021年重大项目“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。

更新日期/Last Update: 1900-01-01