联合国教科文组织新近发布报告《一起重构我们的未来—为教育打造新的社会契约》，报告从社会契约的角度来思考教育。所谓社会契约，是社会成员之间为了共同利益而合作的一种默会的协议。面对疫情大流行和不确定的未来，需要一个新的社会契约来变革教育，重塑未来。

   这几天在翻阅报告的英文版，现就“执行摘要”的“革新教育的建议”部分，翻译出来以备教学链接之用。以下内容涉及课程与教学、教师、学校、终身教育等：

 关于革新教育的建议  Proposals for renewing education

教学法应围绕合作、协作和团结的原则进行组织。它应该培养学生的智力、社会交往能力和道德能力，基于同理心和同情心来协力工作改造世界，与此同时要抛弃以往的偏见、成见和分裂。教学评价应以促进所有学生有意义的成长和学习的方式来反映这些教学目标。

Pedagogy should be organized around the principles of cooperation, collaboration, and solidarity. It should foster the intellectual, social, and moral capacities of students to work together and transform the world with empathy and compassion. There is unlearning to be done too, of bias, prejudice, and divisiveness. Assessment should reflect these pedagogical goals in ways that promote meaningful growth and learning for all students.

课程应强调生态、跨文化和跨学科的学习，支持学生获取和创造知识，同时培养他们的批判和应用知识的能力。课程必须包含对人类的生态学方面的理解，以重新衡量我们与地球这一生命星球和我们唯一家园的关系；应提高他们科学、数字和人文方面的素养，培养其辨别真伪的能力，以抵制错误信息的传播。教育内容、教育方法和教育政策上，要提倡积极的公民意识和民主参与。

Curricula should emphasize ecological, intercultural and interdisciplinary learning that supports students to access and produce knowledge while also developing their capacity to critique and apply it. Curricula must embrace an ecological understanding of humanity that rebalances the way we relate to Earth as a living planet and our singular home. The spread of misinformation should be countered through scientific, digital and humanistic literacies that develop the ability to distinguish falsehoods from truth. In educational content, methods and policy we should promote active citizenship and democratic participation.

作为一项协作的事业，教学应进一步专业化；作为知识生产者、作为教育和社会转型中的关键人物，教师的工作应得到认可。协作和团队合作应该成为教师工作的特征。反思、研究和创造知识以及新的教学实践应成为教学的组成部分。这意味着教师的自主权和自由必须得到支持，教师必须充分参与到关于教育未来的公开辩论和对话之中。

Teaching should be further professionalized as a collaborative endeavour where teachers are recognized for their work as knowledge producers and key figures in educational and social transformation. Collaboration and teamwork should characterize the work of teachers. Reflection, research and the creation of knowledge and new pedagogical practices should become integral to teaching. This means that their autonomy and freedom must be supported and that they must participate fully in public debate and dialogue on the futures of education.

事关包容、公平及个人和集体的福祉，学校应成为受保护的教育场所，而且应重构学校，以更好地促进世界向更公正、公平和可持续的未来转变。学校需要成为将不同群体聚在一起、并为他们提供别处无法提供的挑战和可能性的地方；应该重新设计学校建筑、空间、时间、时间表和学生分组，以鼓励和推动个体合作。数字技术应旨在支持而非取代学校。学校应确保人权并成为可持续性发展和碳中和的典范，来塑造我们所期待的未来。

Schools should be protected educational sites because of the inclusion, equity and individual and collective well-being they support – and also reimagined to better promote the transformation of the world towards more just, equitable and sustainable futures. Schools need to be places that bring diverse groups of people together and expose them to challenges and possibilities not available elsewhere. School architectures, spaces, times, timetables, and student groupings should be redesigned to encourage and enable individuals to work together. Digital technologies should aim to support – and not replace – schools. Schools should model the futures we aspire to by ensuring human rights and becoming exemplars of sustainability and carbon neutrality.

我们应该终生享有并扩大在不同文化和社会空间中接受教育的机会。在人生的各个阶段，人们都应该享有有意义的、优质的教育机会。我们应该连接自然的、人造的和虚拟的学习场所，认真挖掘每个场所的最佳潜能。政府应承担关键责任，应该加强公共融资和教育监管的能力。受教育的权利需要扩大到终身，并涵盖获得信息、文化、科学和互联互通的权利。

We should enjoy and expand the educational opportunities that take place throughout life and in different cultural and social spaces. At all times of life people should have meaningful, quality educational opportunities. We should connect natural, built, and virtual sites of learning, carefully leveraging the best potentials of each. Key responsibilities fall to governments whose capacity for the public financing and regulation of education should be strengthened. The right to education needs to be broadened to be lifelong and encompass the right to information, culture, science and connectivity.