21世纪课程的重新概念化与定位:全球性的范式转变

Reconceptualizing and Repositioning Curriculum in the 21st Century:A Global Paradigm Shift

在当前快速变化的21世纪,对课程的概念化和定位限制了它保持与未来-相关性的潜力。为摆脱这一困境,可以从八个维度对课程进行重新定义,优化课程的未来-相关性,促进课程向全球性的范式转变,从而培养学习者应对未来的能力。但其中有些维度存在一定风险,需要认真对待和慎重纾解。同时,为使课程的未来-相关性在21世纪得以发展,课程必须不断预测并适应多变的关键驱动力,而且必须使课程作为建设性颠覆者的一分子。尽管课程变化的具体方向尚不清晰,但确保课程为学习者的将来做好准备不是一道选择题,它无论是从道德、社会正义,还是从全球稳定、全球安全和全球和平的角度来看都势在必行。

Current conceptualizations and positioning of curriculum limit its potential for sustained relevance in fast-changing 21 st century contexts. A new definition and a global paradigm shift for curriculum from eight dimensions could rid it of this limitation and optimize its future-relevance and its capacity to prepare learners for their unknown futures.Though inescapable, some dimensions carry risks that need serious consideration and deliberate mitigation. To sustain future-relevance in the 21st century, curriculum must continuously anticipate and adapt to key drivers of change. Beyond adapting to these change drivers, curriculum must also be part of constructive disruptors. Although detailed directions of future change remain unknown, ensuring that curricula prepare learners for the future is not a choice. It is an equity, moral, social justice, global stability, global security, and global peace imperative.