摘要
联合国教科文组织2021年11月面向全球发布了《一起重新构想我们的未来:为教育打造新的社会契约》报告。本研究以报告英文版为主要分析文本,结合霍布斯、洛克、卢梭、马克思和恩格斯等人关于社会契约的经典理论,解读其副标题“为教育打造新的社会契约”之意蕴,聚焦“教育需要何种新的社会契约”“新教育社会契约如何实现”以及“我国新教育社会契约的本土话语与实践”三个核心议题。本研究通过厘清社会契约的“旧传统”和“新注解”,发现该报告提出了一种不同于法学、经济学、政治学领域的社会契约概念,而是从教育学领域切入,探讨教育如何成为、如何建构、如何引领一种新的社会契约;强调从人类视角、生态视角和技术视角解读新教育社会契约的内涵及实现路径;择要分析教育学、课程、教学、教师、学校、学术科研机构、其他社会组织以及国家与非国家机构等教育要素与主体的变革方向;思考新教育社会契约对我国教育改革的启示。
UNESCO has released its latest landmark report entitled Reimagining Our Futures Together:A New Social Contract for Education.Analyzing the original English version of the report,this paper reviews and interprets its theoretical and practical significances.The study firstly introduces the background and main contents of the report,then interprets the implication of its subtitle,“A new social contract for education”based on classical theories of Thomas Hobbes,John Locke,Jean-Jacques Rousseau,Karl Marx and Friedrich Engels on the“social contract”.The study focuses on three core issues:“What kind of new social contract is required for education”,“how to realize the new social contract for education”,and“what are the localized discourse and practice of China’s new social contract for education”.By clarifying the“old tradition”and“new annotation”of social contract,it highlights three dimensions to understand the new social contract for education,namely humanity,ecological and technological perspectives.The study also puts forward necessary approaches to realize the new social contract in,through and for education,including suggestions for pedagogy,curricula,teaching,teachers,schools,academic research institutions,other social organizations,national states and non-state institutions.
作者
林可
王默
杨亚雯
LIN Ke;WANG Mo;YANG Yawen(Faculty of Education, Beijing Normal University, Beijing100875, China;UNESCO Institute for Lifelong Learning, Hamburg 20148, Germany)
出处
《开放教育研究》
CSSCI
北大核心
2022年第1期4-16,共13页
Open Education Research
基金
全国教育科学“十四五”规划2021年度教育部青年课题“青少年数字公民素养的多主体共育模式研究”(EEA210414)。
