面向未来的教育：澳大利亚、西班牙和智利的课程和教育实践

 Jordi Castellví, La Rioja (西班牙)

 Carmen Escribano, La Rioja (西班牙)

 Rodrigo Santos, Vancouver (加拿大)

 Jesús Marolla, Santiago de Chile (智利)

https://doi.org/10.3916/C73-2022-04

关键词

社会行为、课程、初等教育、中等教育、未来教育、批判性思维

摘要

各种研究表明，年轻人所拥有的对未来的形象受到媒体、电影、书籍以及学校中的讲述的制约。教育课程包括一系列内容，这些内容优先于某些理解未来的方式。年轻人往往代表着经济、社会和/或气候危机的未来。然而，他们为自己设想了一个辉煌的未来，完全脱离了社会的实际未来。在本文中，我们对澳大利亚、西班牙和智利课程进行了描述性和解释性的定性分析，并与来自这些国家的教师进行了访谈，以研究他们的教学计划中是否存在面向未来的教育，及其发展程度，并初步分析教育对学校未来的影响。为此，我们确定了四个维度：定位所处时代、预测、想象替代未来和社会行动。结果表明，虽然澳大利亚的课程明确包括未来教育，但西班牙和智利的课程只是涉及到关于未来的教育。此外，学校的社会文化背景和教职员工的意愿是决定学校对未来的教育发展的因素。

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Fundref

RedUNIR project ‘El uso de las redes sociales genéricas en el ámbito docente: retos formativos para el contexto educativo actual’ from the International University of La Rioja (Spain); Department of History and Geography of the Metropolitan University of Educational Sciences (Chile).

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收到: 02-02-2022

修订: 07-03-2022

公认: 12-05-2022

OnlineFirst: 30-06-2022

发布日期: 01-10-2022

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