Hakala Liisa, Kujala Tiina
Department of Education, Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 10, P.O. Box 8, 00014 Univeristy of Helsinki, Finland.
Faculty of Education and Culture, Tampere University, Kalevantie 4, P.O. Box 607, 33014 Tampere, Finland.
Prospects (Paris). 2021;51(1-3):473-487. doi: 10.1007/s11125-020-09533-7. Epub 2021 Mar 4.
Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of Covid-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post-Covid-19 curriculum. Reactivating what is still powerful in and emphasizing the importance of education's ethical dimension and the teacher's role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum's design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises.
大流行与其他全球挑战一样，无疑是课程相关问题。它们之所以成为课程问题，不仅是因为新冠疫情造成的破坏性后果以及类似的经济和社会危机，还因为人们通过自身活动导致了全球灾难并使不公正现象长期存在。本文试图回答以下问题：芬兰的课程思想，包括教师的角色和基础教育核心课程，如何应对各种全球危机？在审视当前形势时，本文还设想了后新冠疫情时代的课程。激活仍然强大的元素并强调教育的伦理维度以及教师作为课程理论家的角色，为处理这一主题提供了方法。此外，了解国家核心课程文件的结构、芬兰课程设计过程的政治维度以及各学科和多学科模块中的教育可能性，教师就能够积极地、从危机角度为学生创造具有（伦理）重要意义的教育体验机会。
