Green Crystal, Mynhier Laurelyn, Banfill Jonathan, Edwards Phillip, Kim Jungwon, Desjardins Richard
University of California Los Angeles, Los Angeles, CA USA.
Champlain College, Burlington, VT USA.
Int Rev Educ. 2020;66(5-6):857-879. doi: 10.1007/s11159-020-09878-3. Epub 2021 Jan 3.
The COVID-19 crisis has disrupted learning globally, exacerbating regional and global disparities that predated the pandemic. This rupture presents a unique opportunity to reimagine our educational system in times of both calm and crisis. Drawing on the work of political scientist Kathleen Thelen and economist and philosopher Amartya Sen, this article introduces a that outlines examples of flexible and equitable adaptation to change. The authors define as the ability of educational systems to respond to rapidly changing circumstances while maintaining stability, promoting equality, and expanding substantive freedoms and well-being. The key components of educational adaptability are: (1) cooperation, (2) inclusion, and (3) flexibility. This article describes how adaptability in education might be facilitated at individual, community, state and global levels. The authors call attention to a critical need to collectivise our approach to risk at the level of national governance. They suggest that this can be achieved by coordinating various professional, scientific, corporate, community and governmental stakeholders in order to ensure continuity in educational service provision, promoting lifelong learning and overall workforce participation.
新冠疫情危机扰乱了全球的学习，加剧了疫情之前就已存在的地区和全球差距。这种中断为我们在平静时期和危机时期重新构想教育体系提供了一个独特的机会。借鉴政治学家凯瑟琳·特伦（Kathleen Thelen）以及经济学家兼哲学家阿玛蒂亚·森（Amartya Sen）的研究成果，本文介绍了一种框架，概述了灵活且公平地适应变化的实例。作者将教育适应性定义为教育系统在保持稳定、促进平等以及扩大实质性自由和福祉的同时，应对迅速变化的环境的能力。教育适应性的关键要素包括：（1）合作，（2）包容，以及（3）灵活性。本文描述了如何在个人、社区、州和全球层面促进教育适应性。作者提请注意在国家治理层面将我们应对风险的方法集体化的迫切需求。他们建议，这可以通过协调各类专业、科学、企业、社区和政府利益相关者来实现，以确保教育服务提供的连续性，促进终身学习和整体劳动力参与。
