为新世界构建终身教育框架——纪念《学会生存》发表50周年  

Building a Lifelong Education Framework for the New World--In Memory of the 50th Anniversary of the Report of the Faure Commission of UNESCO

作　　者：邬志辉[1] 高清晨 WU Zhi-hui;GAO Qing-chen(China Institute of Rural Education Development/Faculty of Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学中国农村教育发展研究院/教育学部,吉林长春130024

出　　处：《高等教育研究》2022年第5期1-10,共10页Journal of Higher Education

基　　金：教育部人文社会科学重点研究基地重大项目(18JJD880001)。

摘　　要：联合国教科文组织发表的报告《学会生存》,是在二战后随着人口剧增、科技进步带来的社会、经济、政治变革与传统教育之间的矛盾愈加明显的背景下产生的。受西方多种意识形态和联合国教科文组织秉持的人文主义精神的影响,报告提出了完人教育、教育民主化、终身教育、教育先行等思想,以应对教育危机。50年来,该报告对世界各国教育制度和教育政策产生了广泛而深远的影响,为世界各国终身教育体系和学习型社会构建提供了建设性意见,对深刻认识教育的力量以及教育先行的迫切性和必要性起到了巨大的推动作用。The UNESCO report Learning to Be was written under such background of the more and more obvious contradiction between social,economic and political changes and traditional education system along with the rapid increase of population and the progress of science and technology after World War II.The report put forward ideas to deal with the educational crisis,such as education of complete man,democratization of education,lifelong education,and education priority etc.,which was influenced by various Western ideologies and the spirit of humanism upheld by the UNESCO.In the past 50years,this report has exerted a wide and far-reaching influence on educational systems and educational policies of all countries in the world,provided constructive suggestions on lifelong education systems and learning-oriented society in all countries in the world,and played a huge role in promoting a profound understanding of the power of education and the necessity of education priority.

关 键 词：学会生存 终身教育 完人教育 教育民主化 教育先行 

分 类 号：G40[文化科学—教育学原理]