外專報告:重釋數字時代的人文主義?

發布日期: 2019-09-17   作者:  瀏覽次數: 29

題目:Rearticulating humanism for a digital age?

The evolution of UNESCO’s Mahatma Gandhi Institute

重釋數字時代的人文主義? 聯合國教科文組織下屬圣雄甘地研究所的發展演變


主講:Edward Vickers 教授


日本九州大學教授,亞洲比較教育協會秘書長。曾任英國倫敦大學教育學院副教授以及人民教育出版社外國專家和教材編輯真人真金梭哈游戏平台。他的主要研究領域包括東亞的教育歷史和政治。近期出版的著作和編著包括:Remembering Asia’s World War Two (2019, Mark Frost Daniel Schumacher合編); Education and Society in Post-Mao China (2017, Zeng Xiaodong合著), 以及 2017 UNESCO report – Rethinking Schooling for the 21st Century (核心作者)



主持:游韻 副教授


時間:2019925日 下午2:30-4:00


地點:華師大中北校區文科大樓1013


主要內容:


本講座主要關注圣雄甘地和平與可持續發展教育研究所的建立過程,以此反思UNESCO如何通過不加批判地接受近年來被廣泛追捧的神經科學和數字技術,以維持其長久以來的對人文視野的堅持與對教育社會化作用的關注。


摘要全文:

Over recent years, global educational debate has increasingly been dominated by a craze for measurement informed by a human capital paradigm - notably manifested in the OECD’s PISA tests. Meanwhile, many policymakers have been attracted to proposals (often strongly backed by industry) to introduce digital technology into schools, with the promise of revolutionizing learning and enhancing measurable ‘outcomes’. In this context, UNESCO has struggled to gain attention for its longstanding humanistic vision and related messages concerning the socializing role of education.


This paper analyses the ongoing struggle to articulate a distinctive UNESCO position on education by examining the process of establishing a new UNESCO institute - the Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) in Delhi. Using sources in the public realm (especially MGIEP publications), interviews with key stakeholders, and referring to the author’s own work with MGIEP as a consultant (on the report Rethinking Schooling for the 21st Century), it investigates how the guiding vision and mission of this institute - under the slogan ‘transforming education for humanity’ - has evolved towards an embrace of neuroscience and digital technology. It seeks to explain this with reference to the global pressures for accountability, ‘metrics’ and attempts to extend measurement from job-ready ‘skills’ to the area of ‘social and emotional learning’; to the Indian political context, characterized by scepticism of public schooling and teacher competence as well as overwhelming enthusiasm for technological solutions; and to institutional micro-politics.


This paper argues that these trends reflect the difficulty of using the UNESCO apparatus to forcefully articulate an educational vision that challenges the interests of powerful elites. The embrace of neuroscience and digital technology, alongside a lack of attention to education’s relationship with the social and political context, implies a vision of the ‘school as readjustment bureau’ that is starkly at odds both with the activist approach to social reform pioneered by Mahatma Gandhi, and with his misgivings regarding the uncritical embrace of modern industrial technology. The paper reflects on what this means for the role of MGIEP, and UNESCO more broadly, in shaping and interpreting the ‘sustainable development’ agenda as it relates to education.


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