摘要
当前人类所遭遇的气候变化、技术鸿沟和社会公正等一系列复杂的全球性议题,要求我们以全新框架来审视人类活动和未来教育。“人类世”作为这种新概念可以帮助我们回应以上问题,并且有助于在超越西方中心主义、人类中心主义视角的同时,承担起对当下及未来的共同责任。“人类世”时代的未来教育应基于对人的整体性理解,融合对人的历时性和共时性观察。在教育过程中,我们应当重新发现教育实践的重复性、学习机制的模仿性、身体参与的缄默性作为一种知识形式的重要性。未来教育需要在观“己”和取鉴“他者”的基础上,构建新的全球性连接,创新性地解决全球性问题,推动可持续发展,朝向构建人类命运共同体的目标前进。
The global challenges,such as dramatic climate change,digital inequality,and social justice demand a paradigm shift in how we conceptualize human beings and future education.The concept of the“Anthropocene”provides a critical framework to address these issues,facilitating a transcendence from Western-centered and anthropocentric perspectives while promoting a shared accountability for the present and future.This paper argues that future education in Anthropocene should take the humanity as a whole,incorporating both diachronic(historical)and synchronic(contemporary)dimensions of human existence.It emphasizes the need to reconceptualize educational practices by recognizing the repetitive nature of pedagogical processes,the mimetic mechanisms inherent in learning,and the epistemic significance of tacit knowledge which rests mainly on bodily engagement.Future-oriented education should foster global interconnectedness through reflective self-awareness(“observing inner-self”)and intercultural learning(“drawing on others”),enabling innovative responses to global issues.
作者
陈红燕
克里斯托夫·武尔夫
Chen Hongyan;Christoph Wulf(Institute of International and Comparative Education,East China Normal University,Shanghai 200062,China;Free University Berlin,Berlin 14195,Germany)
出处
《华东师范大学学报(教育科学版)》
北大核心
2025年第9期83-94,共12页
Journal of East China Normal University:Educational Sciences
基金
国家社会科学基金教育学重大项目“未来学校组织形态与制度重构的理论与实践研究”(VFA210006)。
关键词
人类世
重复-模仿
未来教育
缄默性知识
人类命运共同体
anthropocene
repetition,mimesis
future education
tacit knowledge
community of shared future for humankind
