Myšlení budoucnosti a potřebnost transformativního přístupu ve vzdělávání

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DOI:

https://doi.org/10.14712/18023061.621

Klíčová slova:

Vzdělávání pro udržitelný rozvoj, transformace, myšlení budoucnosti, představivost

Abstrakt

Článek se věnuje potřebě transformovat vzdělávání, aby se podpořila osobní angažovanost žáků potřebná k nastartování společenských změn k udržitelné budoucnosti.

Autoři se zabývají perspektivou budoucnosti ve školním vzdělávání – ukazuje, jak bychom mohli podpořit studenty při překonávání apokalyptických vizí budoucnosti, a/nebo omezit spoléhání se na technokratická řešení, která je zbavují odpovědnosti, protože neposkytují žádný prostor pro představu o tom, jak je možné aktivně přispívat a spolupracovat na utváření budoucnosti. Zkoumáme způsoby, jak žáci mohou kriticky zpochybnit dogma, že „neexistuje alternativa“ k současnému dominantnímu, sebezničujícímu systému, a poskytujeme přehled pedagogických přístupů, které podporují žáky v kritickém hodnocení vlastních hodnot a zapojují jejich představivost tak, že vytváří alternativní vize budoucnosti. Článek nabízí přehled o zdrojích, které poskytují inspirativní příklady k podnícení naší představivosti týkající se toho, co možné a co se již děje. Představuje aktivity, které jednotlivcům a pedagogům zprostředkují porozumění „imaginace“ budoucnosti, a podpoří jejich reflexi sebe sama jakožto činitele změny.

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Stahování

Publikováno

14. 10. 2021

Jak citovat

Henderson, L., & Dlouhá, J. (2021). Myšlení budoucnosti a potřebnost transformativního přístupu ve vzdělávání. Envigogika, 16(1). https://doi.org/10.14712/18023061.621

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