在“人类世”危机中构建“共同世界教育学”——联合国教科文组织《学会与世界共同生成：为了未来生存的教育》评述

doi:10.16382/j.cnki.1000-5560.2023.12.005

摘要/Abstract

摘要：

面对“人类世”日益严峻的生态危机，教育被寄希望为改善人类生存环境的有效手段。然而，现代环境教育理念和实践并没有带来期望的效果。受联合国教科文组织委托，共同世界研究共同体所作的《学会与世界共同生成：为了未来生存的教育》报告反思了当下由西方二元论和人类中心主义所塑造的现代环境教育中人与万物的分离，倡导人们以一种生态系统之组成部分的姿态，去感受和理解与万物共同生成的过程，通过具有生态意识的未来教育实现生态正义。报告是共同体成员在汲取后人文主义、生态女性主义和原住民本土文化理论资源的基础上，提出的共同世界教育学理念的集中体现。这种全新的教育理念与中国哲学传统中对“万物相联”与“和谐共生”的强调不谋而合。同时，中国哲学传统能够在审美的维度上进一步扩展其对人与生态命题及其教育意义的深度思考。

关键词: 联合国教科文组织, 人类世, 生态正义, 未来教育, 共同世界教育学, 中国哲学传统

Abstract:

Facing the increasingly severe ecological crisis of Anthropocene, education is expected to be an effective means to improve the living environment of human beings. However, modern environmental education has not led to a better world. In the UNESCO-commissioned report Learning to Become with the World: Education for Future Survival, Common Worlds Research Collective calls for reimagining and reconfiguring education that is shaped by Western dualism and anthropocentrism, which separate humans from the rest of the world. It advocates humans' learning to become with the world around us as an integral part, in order to achieve ‘ecological justice’. This report concisely embodies the concerns and ideas of common worlds pedagogies, which mainly draws on post-humanism, eco-feminism, and aboriginal indigenous cultures. While Chinese philosophical tradition shares characteristics with common worlds pedagogies, its uniqueness in ecological aesthetics may deepen the thinking of the relationality between human and non-human beings, and the way that education can contribute to their harmonious co-existence.

Key words: UNESCO, ecological justice, Anthropocene, future education, common worlds pedagogies, Chinese philosophy

游韵, 余沐凌. 在“人类世”危机中构建“共同世界教育学”——联合国教科文组织《学会与世界共同生成：为了未来生存的教育》评述[J]. 华东师范大学学报(教育科学版), 2023, 41(12): 46-57.

Yun You, Muling Yu. Constructing Common Worlds Pedagogies in the Crisis of Anthropocene: Commentary on Learning to Become with the World: Education for Future Survival by UNESCO[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(12): 46-57.

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