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篇名 呼唤未来教育愿景的“后人文主义”立场——《学会融入世界》学理内涵之解读与启示
並列篇名 The “Post-humanism” Position that Calls for a Vision of Futures Education: Interpretation and Implications of the Philosophical Connotation of Learning to Become with the World
作者 于金申(YU Jin-shen) 、戴逸帆(DAI Yi-fan)
中文摘要 《学会融入世界》是一份对联合国教科文组织发起的“学会成长”倡议的学理依据与内涵的阐释性报告。它基于后人文主义立场,从本体论、价值论、认识论和方法论四个维度对“学会成长”所描述的未来教育主张进行了内涵性阐释。这种后人文主义立场提示我们,中国未来教育应以世界经验为“土壤”,处理好人、技术、自然与教育的关系;以中国优秀传统文化为“根”,走向相互关联、共同生成的伦理立场;还可以以当代中国教育理论为“茎”,寻回教育的“自然”理念,丰富中国未来教育的理论维度;并以中国当代教育实践为“叶”,构建体现中国特色、中国风格、中国气派的未来教育体系。
英文摘要 LEARNING TO BECOME WITH THE WORLD is an interpretive report of the theoretical basis and content of Learning to Become initiative launched by UNESCO. Based on the posthumanism position, it explains the future education proposition described in Learning to Become from four dimensions: ontology, value theory, epistemology and methodology. This posthumanism position suggests that Chinese future education should take the world experience as the “soil” and deal with the relationship between human beings, technology, nature and education; take the excellent Chinese traditional culture as the “root” and move toward an interrelated and co-generative ethical position; and We can also take contemporary Chinese educational theory as the “stem”, find the base of “ecology”, and generate the “eye” f future educational research; and take real and vivid educational practice as the “leaf”, and build an ethical stance that reflects the future of education. The “leaves” can be used to build a future education system that reflects Chinese characteristics, Chinese style and Chinese style.
頁次 033-039
關鍵詞 后人文主义 未来教育 《学会融入世界》 教育愿景 posthumanism futures education Learning to Become with the World vision for education
卷期 19:2
日期 202204
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j.issn.1005-2232.2022.02.004