McGrath Simon, Deneulin Séverine
School of Education, University of Nottingham, Nottingham, UK.
Laudato Si' Research Institute, Campion Hall, Oxford, UK.
Int Rev Educ. 2021;67(5):637-658. doi: 10.1007/s11159-021-09914-w. Epub 2021 Aug 24.
The 30th anniversary Human Development Report, entitled was released by the United Nations Development Programme in December 2020. It marks an important step forward as a high-profile publication trying to radically re-think the challenge of sustainable development and revisit what it means to develop as human beings interconnected within earth systems. This article provides a critical reading of the report, and human development literature more widely, in assessing the role of lifelong learning in educating for which it broadly understands as the transformation of all social systems, including economic systems, to bring them back into balance with earth systems in which they are embedded. The report maintains its trademark "human development lens" which has characterised the series since their inception in 1990. It prioritises consideration of capabilities, agency and values as central to the challenge, and opens up a discussion of how we need to change our understandings, values and actions, including what it means to be human, in order to effect just transitions towards sustainability. However, as the authors demonstrate, the report falls short of considering the lifelong learning challenge inherent and central to just transitions. The authors argue that the pressing challenge of responding to the climate emergency requires a richer understanding of how humans learn throughout their life course. In so doing, this article is a contribution to both the literature on education and human development, and the growing body of literature in the field of adult education and sustainability.
联合国开发计划署于2020年12月发布了第30份《人类发展报告》，题为《人类发展报告》。作为一份备受瞩目的出版物，它迈出了重要的一步，试图从根本上重新思考可持续发展的挑战，并重新审视在地球系统中相互联系的人类发展意味着什么。本文对该报告以及更广泛的人类发展文献进行了批判性解读，以评估终身学习在为可持续发展教育中的作用，这里的可持续发展被广泛理解为所有社会系统的转型，包括经济系统，使其与它们所嵌入的地球系统重新恢复平衡。该报告保持了其自1990年创立以来该系列所特有的“人类发展视角”。它将对能力、能动性和价值观的考量作为应对这一挑战的核心，并开启了一场关于我们需要如何改变我们的理解、价值观和行动的讨论，包括作为人类意味着什么，以便实现向可持续性的公正转型。然而，正如作者所表明的，该报告未能考虑到公正转型所固有的核心终身学习挑战。作者认为，应对气候紧急情况这一紧迫挑战需要更深入地理解人类在其整个生命历程中的学习方式。这样做，本文既为教育与人类发展文献做出了贡献，也为成人教育与可持续发展领域不断增长的文献做出了贡献。
