原创 ICCSD 国际创意与可持续发展中心 2022-11-05 03:00 发表于北京
Creative Thinking in Education 学校教育中的创造思维：
From Local Action to Global Policy 从地方行动到全球政策
From Individual Learners
to Interdisciplinary Approaches
从个体学习者到跨学科教学
Authors
✦+ Mehri Madarshahi
- Former UN Senior Economist 联合国前高级经济官员
- Member of ICCSD Advisory Committee 创意中心咨询委员
- Visiting Professor at IPP/SCUT 华南理工大学公共政策研究院客座教授
✦+ Hans d’Orville
- Assistant Director-General for Strategic Planning, UNESCO 联合国教科文组织前战略规划助理总干事
- Chairman of ICCSD Advisory Committee 创意中心咨询委员会主席
Since 2020, some 147 million students are missing half of their in-person instructions at schools. The COVID pandemic has harmed the learning of more than 90% of the world’s children – with half of all countries cutting their education budgets, further deepening the crisis. It is now estimated that 64.3% of 10-year-olds are unable to read and understand a simple story. This means that, in a few years, 1 out of 3 persons will not understand this very text, while 840 million young people will leave school in their teens with no qualifications for the workplace of the future. A worrying sign is that only less than half of all countries have strategies to help children to catch up. With their lost education years, these students stand to lose $10 trillion in earnings over their working live.
自2020年以来，约1.47亿学生错过了一半的线下授课机会。新冠肺炎疫情严重影响了全球90%以上儿童的学习进程。此外，半数国家削减了教育预算，进一步加深了这场危机。据估计，现在全世界的10岁儿童中有64.3%无法阅读并理解简单的故事。这意味着，几年后，每三个人中就有一个人无法理解这段文字；同时将有8.4亿年轻人在十几岁时辍学，这会让他们没有任何就职资格。然而，令人担忧的是，全球只有不到一半的国家制定了战略帮助儿童赶上同龄人的教育水平。如果这些学生没能接受完整教育，他们将在之后的工作中错失总计10万亿美元的收入。
In the US, many students whose final years of high school have been disrupted by the pandemic are struggling in crucial college courses. In Europe, according to latest OECD findings, nearly one in five 15-year-old students do not acquire the minimum skills necessary to participate fully today. According to the World Bank, some 16% of recent reforms focus on ensuring quality and equity in education. Some 29% of measures aim to better prepare students for the future. To this end, many countries have focused on improving the quality and relevance of technical and vocational education and training (TVET) programs.
在美国，许多学生最后几年的高中学习生涯被疫情打断，现在他们正在艰难地学习关键的大学课程。根据经济合作组织（OECD）的最新调查结果，在欧洲，15岁的学生中有近五分之一没有掌握目前全面参与未来生活所必需的基本技能。根据世界银行的数据，最近约16%的改革集中在确保教育质量和公平上，约29%的措施旨在让学生更好地为未来做准备。为此，许多国家注重提高技术和职业教育与培训（TVET）项目的质量和相关性。
On 19 October 2022, in connection with theUN’s Transforming Education Summit (TES), 130 countries committed to rebooting their education systems and accelerating action to end the learning crisis. TES dealt with a crisis in education that is considered the largest disruption in learning history. Speaking at the Summit, the UN Secretary-General underscored that if there was one seed to prevent climate change, violent conflict, or poverty, it was education. He further observed with regret that “Instead of being the great enabler, education is fast becoming the great divider. The rich have access to the best resources, schools, and universities, leading to the best jobs while the poor – especially girls – face huge obstacles to getting the qualifications that could change their lives.”
2022年10月19日，130多个国家在联合国教育变革峰会（TES）上承诺重启教育系统，加快行动以结束此次教育史上破坏性影响最强的危机。联合国秘书长在峰会上发言时强调，如果有一颗种子可以防止气候变化、暴力冲突或贫困，那这颗种子就是教育。他进一步指出：“很遗憾，教育正迅速带来巨大的分裂，而不是进行伟大的赋能。富人有机会获得最好的资源，进入最好的学校和大学，从而获得最好的工作。而穷人，尤其是女孩，在通过教育获得改变命运的门槛方面面临巨大障碍。”
On the opening day of this 3-day Summit, youth advocates shared a Youth Declaration with the Secretary-General, laying out their collective recommendations to policymakers on the transformation they want to see, along with their commitments for action on education.
在为期三天的峰会开幕式上，青年倡导者与秘书长分享了一份《青年宣言》（以下简称《宣言》），向政策制定者就年轻人希望看到的变革阐述了集体建议，并表达了他们对教育行动的承诺。
The Youth Declaration was a culmination of a months-long process of consultations, reflecting contributions from almost half a million young people. The Declaration stated that “in order to redeem and remake the state of the world, we must first transform the state of education.” The Declaration demanded that decision-makers include youth in education-related policy design and implementation, as partners and not just beneficiaries. It also demanded investment in youth leadership and in gender-transformative education.
《宣言》是一个长达数月磋商过程的结晶，反映了近50万名青年的贡献。《宣言》指出：“为了救赎和重塑世界的现状，我们必须首先改变教育的现状。”《宣言》要求决策者将青年纳入与教育有关的政策设计和实施中，视其为合作伙伴而不仅仅是受益者，还要求资金投入于青年领导力和变革性别平等问题的教育。
In educating the future generation, we are obligated to look more deeply into the role of education itself. Education as a concept is undergoing change at an unprecedented rate.
在教育下一代的过程中，我们必须更深入地思考教育本身的作用，因为教育这个理念正在以前所未有的速度发生变化。
Many countries today face the challenge of persistent unemployment, among youth as well as older workers, while employers often report that they are unable to find suitably skilled candidates to fill job vacancies. Employers, policy makers and education institutions could strengthen co-operation mechanisms to increase the employ-ability of individuals. This co-operation should reinforce incentives to undertake the sorts of reforms required in education systems and labor markets by improving their policy design and implementation.
如今，许多国家都面临着青年和老年群体持续失业的挑战，而雇主经常反映，他们无法找到技能合适的候选人来填补职位空缺。雇主、政策制定者和教育机构可以加强合作机制，以提高个人的就业能力。这种合作应该通过改善政策设计和实施效果，以推动教育和就业所需要的变革。
The current knowledge-based education system only goes so far in giving young people the vital skills, resilience, and confidence to shape their lives. From standardized tests to one-size-fits-all curricula, public education often leaves little room for creativity. This puts many schools out of sync with societal needs, leaving students poorly prepared for future success. Creative mindsets are crucial for the future development of societies at large.
当前以知识为基础的教育体系过度关注培养青年人生所需要的关键技能、适应能力和信心。从一刀切的课程安排到标准化考试，公共教育的各个环节往往没有给创造力留下多少空间。这使得许多学校与社会需求脱节，导致学生在后天成才方面准备不足。创造性思维对整个社会的未来发展至关重要。
While there are certainly inherent benefits of traditional rote learning and using standardized testing as a measure of performance, we know the next generation will need far more abstract and interchangeable skills. From fighting climate change to keeping up with the global digital revolution, the future generation of problem-solvers will need to overcome some of the world’s toughest obstacles by thinking in new and creative ways with bold ideas and the determination to challenge the impossible.
传统的死记硬背和以标准化考试作为衡量个人表现的标准固然有其可取之处，但下一代将需要更抽象和可互换的技能。从应对气候变化到跟上全球数字革命的步伐，他们需要兼备大胆的想法和挑战不可能的决心，以创造性的方式思考，开辟新的道路，克服世界上一些最棘手的问题。
Education is, however, a complex process and undergoing change at an unprecedented rate. Today, education demands the very best from parents, teachers, students, and administrators. To prepare to succeed in the global economy, students need new skills, taught in new ways. Teachers need to develop new materials and deliver them differently. Parents expect greater involvement, and administrators need to constantly improve administration and management efficiencies.
然而，教育是一个复杂的过程，正以前所未有的速度发生着变化。当下，教育要求家长、教师、学生和教育管理者尽最大努力。为了在全球经济中取得成功，学生们需要新的技能，并以新的方式接受教育。教师需要开发新的教材，并以不同的方式授课。家长需要更多地参与教育过程，而管理者需要不断提高行政和管理效率。
Today’s major shift in education discourse and practice recognizes the relevance of learning, understanding and resolving global issues in social, political, cultural, economic, and environmental issues. These requirements are moving the role of education beyond the development of knowledge and cognitive skills to rather building of values, soft skills, and attitudes among learners. Education is expected to facilitate international cooperation and promote social transformation in innovative ways towards a more just, peaceful, tolerant, inclusive, secure, and sustainable world. In an increasingly interconnected and interdependent world, there is a need for transformative pedagogy that enables learners to resolve persistent challenges related to sustainable development and peace that concern all humanity. These include conflict, poverty, climate change, energy security, unequal population distribution, and all forms of inequality and injustice which highlight the need for cooperation and collaboration among countries going beyond their land, air, and water boundaries.
目前教育话语和实践的重大转变让我们认识到学习、理解和解决社会、政治、文化、经济和环境等全球问题之间的关联。这些要求正在让教育的作用从增长知识、提升认知技能扩展到建立价值观、培养软技能以及态度。教育应当促进国际合作，以创新的方式推动社会转型，创造一个更加公正、和平、宽容、包容、安全和可持续的世界。在相互联系和相互依存日益深化的世界中，有必要采用变革性的教学方法，使学习者能够解决涉及全人类的持久挑战，比如可持续发展、和平、冲突、贫困、气候变化、能源安全、不平衡的人口分布以及各种形式的不平等和不公正，这些都亟需国家之间超越边界地通力合作。
These are changes and transformations that a decade ago, no one could have predicted. Their sheer pace of change and the extraordinary circumstances are characterizing today’s world — from adapting to the learning needs in the wake of a global pandemic to empowering and building a digital generation that has proved capable of starting billion-dollar companies virtually overnight. As a result of globalization and the digital revolution, the last decade alone, we have witnessed complete transformations of entire industries through access to technology and innovations. Creativity and abstract thinking have become prerequisites in a student’s repertoire of skills needed for their future and the future of society. Today, educators in both physical and digital classrooms must play a vital role in fostering and encouraging the impending transformation by transmitting knowledge to students.
十年前，还没有人能预测到这些变化和变革。从适应全球疫情后的学习需求，到赋能和培养有能力在几乎一夜之间创建价值达数十亿美元的公司的数字一代，这些变化的速度和特殊的当下环境正在成为当今世界的特征。在全球化和数字革命的推动下，仅在过去十年中，我们就见证了各行各业通过技术和创新而发生的彻底变革。创造力和抽象思维已经成为学生习得自身及社会未来所需技能的先决条件。今天，无论是线上还是线下课堂的教育者都必须通过向学生传授知识，在促进和激发即将到来的变革中发挥至关重要的作用。
It is fair to say that creativity has been the driving force behind the most groundbreaking innovations of our time. We are surrounded by innovation that would not have happened were it not for incredibly creative and determined people embracing ambiguity, challenging the status quo, not taking no for an answer, and discovering new ways to solve all kinds of problems.
可以说，创造力驱动着我们这个时代最具突破性的革新。我们被革新所包围，如果不是因为那些极具创造力和决心的人接受不确定性，挑战现状，不折不挠，并发现解决各种问题的新方法，这些革新就不会发生。