Pacheco José Augusto
Research Centre on Education (CIEd), Institute of Education, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal.
Prospects (Paris). 2021;51(1-3):3-14. doi: 10.1007/s11125-020-09521-x. Epub 2020 Nov 24.
Effects rippling from the Covid 19 emergency include changes in the personal, social, and economic spheres. Are there continuities as well? Based on a literature review (primarily of UNESCO and OECD publications and their critics), the following question is posed: How can one resist the slide into passive technologization and seize the possibility of achieving a responsive, ethical, humane, and international-transformational approach to education? Technologization, while an ongoing and evidently ever-intensifying tendency, is not without its critics, especially those associated with the humanistic tradition in education. This is more apparent now that curriculum is being conceived as a complicated conversation. In a complex and unequal world, the well-being of students requires diverse and even conflicting visions of the world, its problems, and the forms of knowledge we study to address them.
新冠疫情紧急情况引发的影响波及个人、社会和经济领域。是否也存在连续性呢？基于一项文献综述（主要是联合国教科文组织和经合组织的出版物及其批评意见），提出了以下问题：如何才能抵制滑向被动技术化的趋势，并抓住机会实现一种对教育有回应、合乎道德、人道且具有国际变革性的方法？技术化虽然是一种持续且明显不断加剧的趋势，但也不乏批评者，尤其是那些与教育中的人文传统相关的人。现在，课程被视为一场复杂的对话，这一点就更加明显了。在一个复杂且不平等的世界里，学生的福祉需要对世界、其问题以及我们为解决这些问题而学习的知识形式有多样甚至相互冲突的看法。
