把“未来”作为学习的对象——联合国教科文组织未来素养实验室的方法论与实现路径

Future as the Object of Learning:Methodology and Implementation Path of UNESCO’s Futures Literacy Laboratories

未来素养实验室是由联合国教育、科学及文化组织(United Nations Educational,Scientific and Cultural Organization,UNESCO)设计开发,旨在提升未来素养的一种实践模式。经过十余年的实践,该实验室已推广至全球44个国家,形成了相对稳定的方法论和富有成效的实践原则。本研究围绕未来素养何以可学、未来素养实验室创生着怎样的新型学习方式等话题,探讨了未来素养实验室的方法论基础及其实现路径。研究发现,未来素养实验室是不断制造假设、开展实验、收集证据、形成行动的创新型学习模式,它通过预期将未来当下化,以对未来预期假设的反思与批判为前提,以混合性方法为指导,基于揭示、重构和再审思三大阶段,激发学习者的想象和与未来的深度连接,获得对当下涌现未来的洞察力,从而提升学习者运用未来的能力,为构建更为美好、去中心化的未来世界提供行动指导。然而,未来素养实验室仍面临学习内容上大而化之、学习机制平面化、学习效果缺乏评价,以及实验室内结果与实验室外行动间存在鸿沟等问题,这就要求我们在本土化实践时注入更多的教育与课程思维。

The Futures Literacy Laboratories,developed by the United Nations Educational,Scientific and Cultural Organization(UNESCO),is a practical model which aims to enhance Futures Literacy.With more than a decade of practice,the lab has been extended to 44 countries worldwide,shaping stable methodology and effective principles of practice.This study explores the methodological foundation and implementation path of the Futures Literacy Laboratories based on the question of how Futures literacy can be learned and what novel learning modes have been generated by the lab.This research reveals that the Futures Literacy Laboratories is collective and innovative learning mode characterized by continuous hypothesis generation,experimentation,evidence collection,and action formation.In the whole process,future is presented via the anticipation,anticipatory assumptions of future are highly reflected and criticized,and a hybrid approach employs guided by three major sequential stages of revealing,reconstructing,and rethinking.This approach stimulates learners’imagination and deep connection with the future,enabling insights into emerging futures and enhancing learners’capacity to usethe-future,thus providing actionable guidance for building a better,decentralized future world.Nevertheless,the Futures Literacy Laboratories continue to grapple with challenges pertaining to the grand-framework of learning contents,the homogenization of learning process,the paucity of assessment of learning outcomes,and the disparity between laboratory findings and real-world applications.Addressing these issues necessitates the infusion of greater pedagogical and curriculum-oriented perspectives into localized practices.