UNESCO教育理念的演进分析——基于三份关键报告的解读

On the Evolution of UNESCO’s Educational Philosophy in Three Key Reports

以文献研究为分析方法,对联合国教育、科学及文化组织教育理念演进进行分析。主要结论如下:《学会生存》超越了学校教育重新认识教育,系统提出了终身教育思想:从内涵上看是正规教育与非正规教育等的有机统一,从目的上看是造就“完人”,从指导教育实践的路径上看是将终身教育作为改造现有教育结构和制定国家教育政策的根本引领。《教育——财富蕴藏其中》则将终身教育理念发展为终身学习理念,将教育发展的重心从侧重教育供给方转到满足教育需求方,主张教育目的是为人的发展服务,提出将“四大支柱”作为指导教育改革和发展的实践原则。《反思教育迈向全球共同利益?》将教育的公共事业属性上升为人类集体事业属性,主张教育是事关所有人的“共同利益”,唯有利益共享、责任共担才是出路,教育目的在于立足人类可持续发展的战略高度来培养人,要将共同利益理念落实到优化教育制度、充实教育内容、优化教育治理以及发挥参与主体作用各个方面的实践中去。三大理念的内在主线是UNESCO一如既往的人文主义观,体现其一以贯之的民主理想。

This paper reviewed literature research to consider the evolution of educational philosophy in the UNESCO's three key reports.It concluded that:Learning to be:The World of Education Today and Tomorrow systematically proposes the idea of lifelong education beyond school education,an organic integration of formal education and non-formal education,to develop“a complete man”,and that lifelong education is the fundamental guide to transforming the existing education structure and formulating national education policies;Learning:The Treasure Within transforms the concept of lifelong education into that of lifelong learning,shifting the focus of education from the supply side to the demand side,which advocates that the purpose of education is to serve human development,considering the four pillars as a guide to reform and develop practices of education;and Rethinking Education Towards a Global Common Good?suggests that education,closely related to the“common good”of humanities can get on the right tract to future only by sharing of both interests and responsibilities with the purpose to develop individuals in the direction of sustainable development.To put the concept of common good into educational practice,we should transform structure,content and governance of education,and stick to participatory democracy.The inherent theme of the three major concepts is UNESCO’s consistent view of humanism,reflecting its outstanding democratic ideals.