Journal of East China Normal University(Educational Sciences) >
Education and Ecological Civilization: Based on the Changing Perspective of OECD on the Function of Education
Online published: 2023-11-27
What can education do in ecological civilization construction? By focusing on the work of OECD in the area of “Innovation and the future of education”, this study systematically reflects on OECD’s future-oriented skills in the context of Futures Literacy in Anticipation Theory, and clarifies the relationship between education and ecological civilization from OECD’s perspective. The study finds that OECD has proposed several future-competent competencies from a predictive perspective in response to changes in social and ecological systems, which continues the idea of education as a social function. Since 2018, OECD has started to use Anticipation Theory to develop multiple imaginations of the future and skills of education, which goes beyond the previous functional theory and highlights the feasibility and leadership of education in social and ecological systems. From OECD’s changing perspective and eclectic approach, the study believes that human beings are always the subject of ecological civilization construction, and that the path to ecological civilization construction has multiple possibilities and education can re-construct future when human beings have the knowledge and skills to “use-the-future”.
Wei Shen , Wanyue Chen . Education and Ecological Civilization: Based on the Changing Perspective of OECD on the Function of Education[J]. Journal of East China Normal University(Educational Sciences), 2023 , 41(12) : 34 -45 . DOI: 10.16382/j.cnki.1000-5560.2023.12.004
null | 阿尔文?托夫勒. (2018). 未来的冲击(黄明坚, 译).北京: 中信出版社. |
null | 伯特兰?罗素. (2009). 西方哲学史(精华本)(程舒伟, 吴秦风, 译). 北京: 中国商业出版社. |
null | 杰拉尔德?马尔滕. (2012). 人类生态学——可持续发展的基本概念(顾朝林, 译校). 北京: 商务印书馆. |
null | 联合国教科文组织. (2017). 反思教育: “向全球共同利益”的理念转变? 北京: 教育科学出版社. |
null | 穆艳杰, 韩哲. (2021). 环境正义与生态正义之辨. 中国地质大学学报 (社会科学版), 21(4), 6—15. |
null | 沈伟. 人文主义与工具理性的张力: 国际组织在全球教育治理中的价值导向和政策实践 华东师范大学学报(教育科学版) 2019 37 1 95 102 沈伟. (2019). 人文主义与工具理性的张力: 国际组织在全球教育治理中的价值导向和政策实践. 华东师范大学学报(教育科学版),37(1),95—102. |
null | 沈伟. (2020). 通过未来世界的素养: 以教育满足社会进步对人的新需求. 光明日报.2020-10-29(14). |
null | 小约翰?柯布 . (2021). 生态文明与第二次启蒙(王俊峰, 译). 山东社会科学.(12),31-38. |
null | 王凤才. 生态文明: 人类文明4.0, 而非“工业文明的生态化”——兼评汪信砚《生态文明建设的价值论审思》 东岳论丛 2020 41 8 6 15 王凤才. (2020). 生态文明: 人类文明4.0, 而非“工业文明的生态化”—兼评汪信砚《生态文明建设的价值论审思》. 东岳论丛,41(8),6—15. |
null | Amsler, S., & Facer, K. (2017). Introduction to ‘Learning the future otherwise: Emerging approaches to critical anticipation in education’. Futures: The Journal of Policy, Planning and Future Studies, 94. |
null | Gidley, J. M. (2017). The future: A very short introduction. Oxford University Press. |
null | Guillemette, Y., & Turner, D. The long view: Scenarios for the world economy to 2060 Retrieved October 10 2018 2020 from Guillemette, Y., & Turner, D. (2018). The long view: Scenarios for the world economy to 2060. Retrieved October 10, 2020, from. |
null | Hines, A. & Bishop, P. (2007). Thinking About the Future: Guidelines for Strategic Foresight. DC: Social Technologies. |
null | Information is Beautiful. (2021). World’s Biggest Data Breaches & Hacks: Selected events over 30, 000 records. Retrieved April 10, 2022, from https://informationisbeautiful.net/visualizations/worlds-biggest-data-breaches-static/. |
null | Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. Retrieved October 17, 2020, from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf. |
null | Miller, R. (2011). Being without existing: The Futures community at a turning point? A comment on Jay Ogilvy’s “Facing the fold”. Foresight. |
null | Miller, R. (2018). Transforming the future: Anticipation in the 21st century (p. 300). Taylor & Francis. |
null | OECD. (2011). Towards green growth. Retrieved May 25, 2021, from https://read.oecd-ilibrary.org/environment/towards-green-growth_9789264111318-en. |
null | OECD. (2018a). The OECD Learning Compass 2030. Retrieved September 27, 2021, from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/. |
null | OECD. (2018b). The Future of Education and Skills: Education 2030. Retrieved October 18, 2020, from http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf. |
null | OECD. (2019). Conceptual learning framework: Anticipation-Action-Reflection Cycle for 2030. Retrieved May 2, 2022, from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/aar-cycle/AAR_Cycle_concept_note.pdf. |
null | OECD. (2020a). Global trade, policies, and populism. Retrieved October 10, 2020, from www.oecd.org/tad/policynotes/Global-Trade-Policies-and-Populism.pdf. |
null | OECD. (2020b). Back to the future of education: Four OECD scenarios for schooling. Paris: OECD Publishing. |
null | OECD. (2021a). Building the future of education. Retrieved April 28, 2022, from https://www.oecd.org/education/future-of-education-brochure.pdf. |
null | OECD. (2021b). Green growth and sustainable development. Retrieved May 4, 2022, from https://www.oecd.org/greengrowth/. |
null | OECD. (2022a). Trends shaping education 2022. Retrieved January 18, 2022, from https://www.oecd-ilibrary.org/docserver/6ae8771a-en.pdf?expires=1652021094&id=id&accname=ocid49026773&checksum=3F772CE2182C5D049C6555FF5316C49B. |
null | OECD. (2022b). The short and winding road to 2030: Measuring distance to the SDG targets. Retrieved Apr 27, 2022, from https://www.oecd-ilibrary.org/social-issues-migration-health/the-short-and-winding-road-to-2030_af4b630d-en. |
null | Poli, R. (2019). Handbook of anticipation: Theoretical and applied aspects of the use of future in decision making. Switzerland AG: Springer Nature. |
null | Schleicher, A. (2021). Green at fifteen – what schools can do to support the climate. Retrieved April 10, 2022, from https://oecdedutoday.com/green-at-fifteen-schools-support-climate/. |
null | Silova, I., Komatsu, H., & Rappleye, J. (2018). Facing the climate change catastrophe: Education as solution or cause. Retrieved October 18, 2020, from https://www.norrag.org/facing-the-climate-changecatastrophe-education-as-solution-or-cause-by-iveta-silova-hikaru-komatsu-and-jeremy-rappleye/. |
null | UNESCO. (2019). Futures of education: Learning to become. Retrieved November 20, 2020, from http://.unesco.org/futureofeducation. |
null | UNESCO & Common Worlds Research Collective. (2020). Learning to become with the world: Education for future survival. Retrieved October 18, 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000374032?posInSet=1&queryId=4d1f2ad0-ad18-4a3c-b664-3937145f2483. |
null | UNESCO. (2021). Reimaging a new social contract for our futures: A new social contract for education. Paris: UNESCO. |
null | United Nations. (2019). World Population Prospects 2019. Retrieved October 10, 2020, from https://esa.un.org/unpd/wpp/. |
null | Wagner, T. (2008). The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need, and What We Can Do about It. New York: Basic Books. |
/
〈 |
|
〉 |