联合国教科文组织校园欺凌全球“认知式”治理研究

A Study on the Epistemic Governance of School Bullying by UNESCO

近些年来,校园欺凌作为困扰世界教育体系的一个难题引发了诸多国家的关注。世界各国纷纷通过政策立法、反欺凌项目等方式开展校园欺凌的治理,但治理多为从外在层面对于校园欺凌行为的规制,缺失立足于最为根本的内在认知层面对校园欺凌行为的干预,因而弱化了校园欺凌治理的实际效果。为提升校园欺凌治理的有效性,联合国教科文组织将最具深层次且具有弥散效应的治理方式-"认知式治理"引入其校园欺凌治理体系,力图从根源上破解当前全球校园欺凌治理危机,遏制校园欺凌发展态势。具体而言,联合国教科文组织的校园欺凌"认知式治理"方式以改变各国对于校园欺凌及其治理方式的认知为指向,通过塑造各国三方面的认知实现其治理目的,分别为:环境本体论、各国的身份认同以及规范和理想。其中,环境本体论指向于各国对校园欺凌及其治理环境的感知;身份认同感指向于治理各国对于自我和他人以及二者在校园欺凌治理中所隶属群体的认知;规范和理想则指向于各国对"好"或"可取"的校园欺凌治理行动的判断。联合国教科文组织校园欺凌全球"认知式治理"方式对遏制校园欺凌发展态势作出了重要贡献,但与此同时其也面临着参与者的多元化、自身价值阈限以及外部边缘化这三方面的挑战。

In recent years,school bullying has attracted attentions from world wide.Countries around the world have adopted policies,legislation,anti-bullying programs and other means in school bullying governance.At present,most governing methods are aimed to regulate school bullying behaviors as external interventions,lacking internal interventions on cognitive level,which are more fundamental.This weakens the actual effects of school bullying governance.In order to enhance the effectiveness of school bullying governance,UNESCO introduced"epistemic governance"into the school bullying governing system,aiming to break through the global crisis in school bullying governance,and to curb the expansion of school bullying.To be specific,UNESCO realizes"epistemic governance"of school bullying by shaping three aspects of the cognitions of global actors,namely,ontology of the environment,the sense of actors and identifications,and norms and ideals.The ontology of the environment refers to actors’perceptions of school bullying and its governance environment.The sense of actors and identifications refers to the cognition of the governing actors on themselves,others and the groups they belong to in the governance of school bullying.Norms and ideals are actors’judgments of"good"or"desirable"on school bullying governance actions.The global"epistemic governance"approach of UNESCO to school bullying has made an important contribution to curbing the expansion of school bullying.However,it also faces challenges,such as the diversity of participants,the threshold of their own values and the difficulties in future development.