芬兰终身学习的概念意蕴与治理指向  

The Conceptual Implication and Governance Orientation of Lifelong Learning in Finland

作　　者：李艳 李家成 LI Yan;LI Jiacheng(Faculty of Education,Jiangnan University,Wuxi Jiangsu 214122;Shanghai Municipal Institute for Lifelong Education,East China Normal University,Shanghai 200062)

机构地区：[1]江南大学教育学院,江苏无锡214122 [2]华东师范大学上海终身教育研究院,上海200062

出　　处：《比较教育研究》2024年第1期71-79,89,共10页International and Comparative Education

基　　金：江苏省2022年度社会科学基金项目“双减政策下江苏县域家校社协同育人机制研究”(项目编号:22JYC003)。

摘　　要：在全球竞争、生态可持续性危机和数字化时代,芬兰改革者坚信“生产”个体能力的最佳方式依赖于终身学习。终身学习的概念意蕴在芬兰被系统性创生,在思想层面,其在人本与功利立场融通作用下指向个体的持续学习和能力建构;在政治层面,终身学习被整体建构,以高质量的教育体系、保障教育与工作间的灵活过渡来预防社会排斥;在实践层面,强调在学会学习和激发学习动机中应对未来社会提出的挑战。在芬兰,终身学习是一种治理技术,指向个体生命历程管理的“正常化”;学习发展机会提供指向“成人化”;在社会投资战略中指向“职业主义”。此外,芬兰终身学习结构性认知和个体化实践间的张力、作为连接外围和城市中心之间的治理路径及其系统性实践方法,值得深入审思。In an age of global competition,the crisis of ecological sustainability,and digitalization,Finnish reformers firmly believe that the best way to"produce"individual capabilities relies on lifelong learning.At the ideological level,it points to the continuous learning and ability construction of individuals.At the political level,lifelong learning is structured to prevent social exclusion through high-quality education systems and flexible transitions between education and work.At the practical level,emphasis is placed on learning to learn and stimulating learning motivation to cope with the challenges.In Finland,it is a governance technique that points to the"normalization"of individual life course management.The opportunities for learning development are directed towards"adultification".It points to"professionalism"in its social investment strategy.In addition,the tension between structured cognition and individualized practice of lifelong learning,as well as the intention to connect peripheral and urban centers,and its systematic approach to practice deserve further discussion.

关 键 词：芬兰终身学习 持续学习与能力建构 职业主义 

分 类 号：G729.531[文化科学—成人教育学]