教育的未来:从“学会成长”到“新的社会契约”——访UNESCO《一起重新构想我们的未来》报告起草者诺亚·W.索贝教授

Futures of Education:From“Learning to Become”towards“New Social Contract”——Interview of Professor Noah W.Sobe,the Drafter of the UNESCO Report Reimagining Our Futures Together:A New Social Contract for Education

作为联合国教科文组织《一起重新构想我们的未来:为教育打造新的社会契约》报告的重要起草者之一,诺亚·W.索贝教授基于其学术研究和参与报告起草的经历,分享了自己的独特见解。他认为,这份报告建立在三地平线框架、变化理论、未来素养、渴望能力、涌现思想等坚实的学理基础之上。在报告的内容层面,“新的社会契约”理念体现了民主参与式的教育转型思路,其实现过程需要因地制宜、灵活应变,并需不断地迭代与完善。未来学校将呈现复数形态,成为新兴的、充满创造力的、开放式的代际交流场所。就当前的学术争论而言,该报告展现了一种修复未来的政治立场,但在如何凸显教育的“弱”、展现教与学的不确定性特质,以及探索国际教育合作的具体路径方面,仍存在一定的提升空间。

As one of the key drafters of the UNESCO's report Reimagining Our Futures Together:A New Social Contract for Education,Professor Noah W.Sobe shares his unique insights based on his academic research and involvement in the development of the report.He believes that the report is grounded in solid theoretical foundations such as the Three Horizons,Theory of Change,Futures Literacy,Capacity to Aspire,and Emergent Thinking.At the content level of the report,the concept of the“New Social Contract”embodies a participatory and democratic approach to educational transformation,which requires contextspecific,flexible adaption,and continuous iteration and refinement.Futures school will exhibit diverse forms,serving as emerging,creative,and open place for intergenerational exchange.In terms of current academic debates,the report presents a political stance aimed at repairing the future,yet there is room for improvement in highlighting the“weakness”of education,demonstrating the uncertainties in teaching and learning,and exploring specific pathways for international educational collaboration.