概论联合国教科文组织与全球教育治理  

UNESCO and Global Education Governance

作　　者：苗逢春[1,2] MIAO Feng-chun(Headquarters of UNESCO,Paris,75007,France;National Engineering Laboratory for Cyberlearning and Intelligent Technology,Beijing Normal University,Beijing,100875,China)

机构地区：[1]联合国教科文组织总部,巴黎75007 [2]北京师范大学互联网教育智能技术及应用国家工程实验室,北京100875

出　　处：《基础教育》2022年第1期5-31,共27页Journal of Schooling Studies

摘　　要：联合国机构已成为一类活着的独特人类学现象和文化,对其全球治理的查考和研究应借鉴人类学民族志方法。联合国教科文组织秉承的人文主义理念逐步演变为从生物圈整体观视域审视教育在支持人类追求公共利益中的价值。联合国教科文组织采用柔性理念立法、基于理念共识的软性执法和国际协商共治的治理框架,践行的是政府间共治议会制与人文主义理念引导的类科层制行政组织结构。应从治理主客体关系角度分析联合国教科文组织强势国家治理主体相互制衡的历史流变,分析去国家中心主义的多元治理体格局,由此确定中国平等参与和主动引领全球教育治理的战略决策。UN agencies have become a living and unique branch of ethnographic phenomena,and therefore the study on the global governance of UN agencies should make a reference to the ethnographic methods.The humanistic ideas that UNESCO affirms has been evolving into a view based on the entirety of the bio-cycle through which we should examine the core value of education in human societies’pursuit of the public good.UNESCO adopts a governance framework comprising of a soft mechanism for the development and implementation of standard-setting instruments,and inter-governmental negotiation and co-governance.It practices a structure combining a inter-governmental"parliament"and a bureaucratic administration.In order to ensure China’s equitable participation and active leadership role in the global education governance,the historic waves of the counter-balance between major governing regimes of UNESCO should be analysed based on the subjectivity and objectivity in the governance structure,and the emergence of the multi-regime governance landscape alongside with the de-state-centralisation of the global governance should reviewed.

关 键 词：具身反思法 生物圈整体论视域中的人文主义理念 全球治理法律文据 政府间共治体 人文主义理念引导的科层制行政体 强势国家治理主体间的妥协 去国家中心主义多元治理格局 

分 类 号：G51[文化科学—教育学]