譯題：一起重新構(gòu)想我們的未來——為教育打造新的社會契約（一）

Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 聯(lián)合國教科文組織

該報(bào)告秉承了教育應(yīng)成為“全球公共利益”理念，進(jìn)一步倡導(dǎo)構(gòu)建新的社會契約，希望將國家政府、社會組織、學(xué)校和教師、青年與兒童、家長與社區(qū)等教育的相關(guān)利益方全部納入契約，通過共同努力，充分發(fā)揮數(shù)字技術(shù)帶來的教育紅利。報(bào)告主要探討和展望了面向2050年乃至未來的教育。

Our world is at a turning point. We already know that knowledge and learning are the basis for renewal and transformation. But global disparities—? and a pressing need to reimagine why， how， what， where， and when we learn—mean that education is not yet fulfilling its promise to help us shape peaceful， just， and sustainable futures.

In our quest for growth and development， we humans have overwhelmed our natural environment， threatening our own existence. Today， high living standards coexist with gaping inequalities. More and more people are engaged in public life， but the fabric of civil society and democracy is fraying in many places around the world. Rapid technological changes are transforming many aspects of our lives. Yet， these innovations are not adequately directed at equity， inclusion and democratic participation.

Everyone today has a heavy obligation to both current and future generations—to ensure that our world is one of abundance not scarcity， and that everyone enjoys the same human rights to the fullest. Despite the urgency of action， and in conditions of great uncertainty， we have reason to be full of hope. As a species， we are at the point in our collective history where we have the greatest access ever to knowledge and to tools that enable us to collaborate. The potential for engaging humanity in creating better futures together has never been greater.

Many people are already engaged in bringing about these changes themselves. This report is infused with their contributions on everything from how to reimagine learning spaces to the decolonization of curricula and the importance of social and emotional learning， and taps into their real and growing fears about climate change， crises like COVID-19， fake news and the digital divide.

Education—the way we organize teaching and learning throughout life—has long played a foundational role in the transformation of human societies. It connects us with the world and to each other， exposes us to new possibilities， and strengthens our capacities for dialogue and action. But to shape peaceful， just， and sustainable futures， education itself must be transformed.

A new social contract for education

Education can be seen in terms of a social contract—an implicit agreement among members of a society to cooperate for shared benefit. A social contract is more than a transaction as it reflects norms， commitments and principles that are formally legislated as well as culturally embedded. The starting point is a shared vision of the public purposes of education.

During the twentieth century， public education was essentially aimed at supporting national citizenship and development efforts through the form of compulsory schooling for children and youth. Today， however， as we face grave risks to the future of humanity and the living planet itself， we must urgently reinvent education to help us address common challenges. This act of reimagining means working together to create futures that are shared and interdependent. The new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape sustainable and peaceful futures for all anchored in social， economic and environmental justice. It must， as this report does， champion the role played by teachers.

Foundational principles

Assuring the right to quality education throughout life. The right to education， as established in Article 26 of the Universal Declaration of Human Rights， must continue to be the foundation of the new social contract for education and must be expanded to include the right to quality education throughout life. It must also encompass the right to information， culture and science—as well as the right to access and contribute to the knowledge commons， the collective knowledge resources of humanity that have been accumulated over generations and are continuously transforming.

Strengthening education as a public endeavour and a common good. As a shared societal endeavour， education builds common purposes and enables individuals and communities to flourish together. A new social contract for education must not only ensure public funding for education， but also include a society-wide commitment to include everyone in public discussions about education. This emphasis on participation is what strengthens education as a common good—a form of shared well-being that is chosen and achieved together.

These foundational principles build on what education has allowed humanity to accomplish to this point and help to ensure that， as we move to 2050 and beyond， education empowers future generations to reimagine their futures and renew their worlds.

譯文

當(dāng)今世界正處于一個轉(zhuǎn)折點(diǎn)。我們已然明了，知識和學(xué)習(xí)是實(shí)現(xiàn)更新和變革的基礎(chǔ)。然而全球差異以及重新構(gòu)想我們?yōu)楹螌W(xué)習(xí)、如何學(xué)習(xí)、學(xué)習(xí)什么、在何時何地學(xué)習(xí)的迫切需要，都意味著教育尚未滿足人們建立一個和平、公正和可持續(xù)未來的需要。

為追求增長和發(fā)展，我們?nèi)祟愖屪匀画h(huán)境不堪重荷，并反噬到人類自身的生存。今天，高水準(zhǔn)的生活與不平等的鴻溝共存，越來越多的人參與公共生活，但在世界許多地方，社會和民主的結(jié)構(gòu)正在被侵蝕。迅猛發(fā)展的技術(shù)更新變革著生活的許多方面，但這些創(chuàng)新沒有被充分運(yùn)用到促進(jìn)公平、包容和民主參與的方向。

今天的人們對今世和后代都肩負(fù)重任，要確保世界富足而非貧瘠，要確保人人充分享有同樣的權(quán)利。雖然我們迫切需要采取行動，且所處環(huán)境充滿高度不確定性，但我們依然有理由滿懷希冀。作為一個物種，我們正處在人類集體發(fā)展史上能夠最大限度地獲取協(xié)作所需的知識和工具的節(jié)點(diǎn)上。發(fā)動全人類共同創(chuàng)造更美好未來的潛能從未如此之大。

很多人早已開始自行探索變革，報(bào)告也融入了他們的各種經(jīng)驗(yàn)，從如何重新構(gòu)想學(xué)習(xí)空間到課程的去殖民化，以及強(qiáng)調(diào)社會和情感學(xué)習(xí)的重要性，進(jìn)而反映人們?nèi)找嬖鲩L的對氣候變化、新冠肺炎疫情、假新聞和數(shù)字鴻溝等現(xiàn)實(shí)挑戰(zhàn)擔(dān)憂等。

教育，這種貫穿生命始終的教學(xué)組織和學(xué)習(xí)方式，長期以來在人類社會變革中發(fā)揮著基礎(chǔ)作用。教育將人與世界、人與人緊密相連，為我們開辟新的可能性，并增強(qiáng)我們開展對話和行動的能力。但要塑造和平、公正和可持續(xù)的未來，教育本身必須變革。

一種新的教育社會契約

教育可以從社會契約的角度來審視，即社會成員間為謀求共同利益而合作的一種默會協(xié)議。一個社會契約可反映已正式載入法律且內(nèi)嵌文化的規(guī)范、承諾和原則，因而不僅僅是一種交易。其出發(fā)點(diǎn)必須是關(guān)于教育公共目的之共同愿景。

20世紀(jì)，公共教育的基本目標(biāo)是通過對兒童和青年的強(qiáng)制義務(wù)教育支持培養(yǎng)國家公民意識和國家發(fā)展。但在人類及其居住的星球都面臨嚴(yán)重危機(jī)的今天，我們必須緊急重塑教育以幫助我們應(yīng)對共同的挑戰(zhàn)。這種重新構(gòu)想意味著要共同努力，去創(chuàng)造休戚與共且相互依存的未來。面向教育的新社會契約必須將人類團(tuán)結(jié)起來為共同的事業(yè)去奮斗，并提供必要的知識和創(chuàng)新，以備在社會、經(jīng)濟(jì)和環(huán)境正義的基礎(chǔ)上開創(chuàng)面向所有人的可持續(xù)與和平的未來。新的社會契約必須像這份報(bào)告一樣，突出教師所發(fā)揮的作用。

基本原則

確保終身接受優(yōu)質(zhì)教育的權(quán)利。為教育打造新的社會契約，必須仍以《世界人權(quán)宣言》第二十六條規(guī)定的受教育權(quán)為基礎(chǔ)，而且必須將其拓展以涵蓋終身接受優(yōu)質(zhì)教育的權(quán)利。此外還應(yīng)涵蓋信息權(quán)、文化權(quán)、科學(xué)權(quán)以及獲取和貢獻(xiàn)于知識公域的權(quán)利，即人類世代積累且不斷革新的集體知識資源。

加強(qiáng)作為一項(xiàng)公共事業(yè)和共同利益的教育。作為一項(xiàng)共同的社會事業(yè)，教育可以構(gòu)建共同的目標(biāo)，并助力個人和社區(qū)共同繁榮。教育的新社會契約，不僅要確保公共教育資金到位，還要包含全社會對人人參與有關(guān)教育的公開討論的鼎力支持。唯有如此重視參與，才能強(qiáng)化作為共同利益的教育——一種共同選擇和實(shí)現(xiàn)的共同福祉。

這些基本原則立足于人類迄今為止憑借教育取得的成就，將有助于確保我們在向2050年及更遠(yuǎn)的未來邁進(jìn)的征程上，教育可為將來數(shù)字時代賦權(quán)增能以使其能重新構(gòu)想未來和更新世界。