Hope and Ambiguity: Returning the Curriculum to Humanism

Saville Kushner

doi:10.30827/relieve.v29i1.26790

作者

Saville Kushner Drew University https://orcid.org/0000-0002-9586-7832

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https://doi.org/10.30827/relieve.v29i1.26790

关键词:

人文主义课程, 责任, 教育中的自我决定

摘要

在战争、政治民粹主义、媒体及事实、气候变化、福利形态坍塌等当代困境的影响下，我们不得不需要面对一场课程危机。基于内容的习惯性课程设置与我们所处的不稳定的世界及当今需要面对的众多主要问题逐渐偏离，更为重要的是，它反对年轻学生在应对世界复杂的模糊性、不确定性及自我决定的责任感中使用有效的工具。有提议认为可以将欧洲人文主义原则作为政治策略在课程中使用，认为这样可以通过教育让年轻人接近生活事实，鼓励他们成为有意识的市民，该研究对这个提议做出了进一步地认定和支持，以教学大纲为起点，借助新意识及大脑科学，为基于研究的课程方法论寻找支撑

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##submission.authorBiography##

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Saville Kushner is Emeritus Professor at the University of the West of England, UK and Adjunct Professor at Drew University, USA. He has written numerous books on narrative method and education. His most recent book is School: an Exposé.

savillekushner456@gmail.com

skushner@drew.edu

www.savillekushner.com

参考

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Kushner, S. Cochise, A. Courtney, M. Sinnema, C. Brown, G. (2015). A case study in whole‐school innovation’ final report from the independent evaluation of the International Baccalaureate (Primary Years Program) in New Zealand, Singapore: International Baccalaureate (available from the author: savillekushner456@gmail.com)

Kushner, S. (2022) School: an Exposé, UK/USA: Savvy On-line Publishers, available at: https://amzn.to/3wf2Wzc

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