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篇名 概论联合国教科文组织与全球教育治理
並列篇名 UNESCO and Global Education Governance
作者 苗逢春(MIAO Feng-chun)
中文摘要 联合国机构已成为一类活着的独特人类学现象和文化,对其全球治理的查考和研究应借鉴人类学民族志方法。联合国教科文组织秉承的人文主义理念逐步演变为从生物圈整体观视域审视教育在支持人类追求公共利益中的价值。联合国教科文组织采用柔性理念立法、基于理念共识的软性执法和国际协商共治的治理框架,践行的是政府间共治议会制与人文主义理念引导的类科层制行政组织结构。应从治理主客体关系角度分析联合国教科文组织强势国家治理主体相互制衡的历史流变,分析去国家中心主义的多元治理体格局,由此确定中国平等参与和主动引领全球教育治理的战略决策。
英文摘要 UN agencies have become a living and unique branch of ethnographic phenomena, and therefore the study on the global governance of UN agencies should make a reference to the ethnographic methods. The humanistic ideas that UNESCO affirms has been evolving into a view based on the entrety of the bio-cycle through which we should examine the core value of education in human societes’ pursuit of the public good. UNESCO adopts a goverance framework comprising of a soft mechanism for the development and implemention of standard-setting instrument, and inter-govemmental negotia-ton and co-governance. It practices a structure combining a inter-governmental “parliament” and a bureaucratic administration. In order to ensure China’s equitable participation and active leadership role in the global education governance, the historic waves of te counter-balance between major governing regimes of UNESCO should be analysed based on the subjectivity and objectivity in the governance structure, and the emergence of the multi-regime govern-ance landscape alongside with the de-state-centralisation of the global governance should reviewed.
頁次 005-031
關鍵詞 具身反思法 生物圈整体论视域中的人文主义理念 全球治理法律文据 政府间共治体 人文主义理念引导的科层制行政体 强势国家治理主体间的妥协 去国家中心主义多元治理格局 embodied reflection humanistic vision based on the entirety of the bio-cycle legal instruments for global goverance inter-governmental co-governing regimes bureaucratic administration guided by te humanistic vision compromises between major governing entities multi-regimegovernance landscape based on the de-state-centralistic approach
卷期 19:1
日期 202202
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j.issn.1005-2232.2022.01.001