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Humanistic Futures of Learning

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Humanistic Futures of Learning Humanistic futures of learning Perspectives from UNESCO Chairs and UNITWIN Networks UNESCO Education Sector Education is UNESCO’s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations’ specialized agency for education and the Education Sector provides global and regional leadership in education, strengthens national education systems and respondsto contemporary global challenges through education with a special focus on gender equality and Africa. Published in 2020 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France © UNESCO 2020 ISBN 978-92-3-100369-1 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en). The present license applies exclusively to the text content of the publication. For use of any other material (i.e. images, illustrations, charts) not clearly identified as belonging to UNESCO or as being in the public domain, prior permission shall be requested from UNESCO. ([email protected]). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Copy-edited by Shereen Joseph Cover photo credit: Tinnakorn jorruang/Shutterstock.com Inside photo credits: p. 15: Woottigon/Shutterstock.com p. 47: DisobeyArt/Shutterstock.com p. 95: DGLimages/Shutterstock.com p. 131: Getty/metamorworks p. 165: mirtmirt/Shutterstock.com Designed and printed by UNESCO Printed in France Humanistic futures of learning Perspectives from UNESCO Chairs and UNITWIN Networks Foreword One of the missions of UNESCO as a knowledge-based organization is to act as a global think tank and a laboratory of ideas in the various domains of its mandate. In the area of education, this includes leading the global debate on the futures of education and learning. This publication is a contribution to this role, in particular through the Futures of Education initiative that aims to generate an agenda for global debate and action on the futures of education, learning and knowledge in a world of increasing complexity, uncertainty and precarity. Acknowledging that all voices must be heard in order to shape and transform education, the initiative is based on a broad and open process of engagement involving a range of stakeholders at global, regional and local levels. The mobilization and contribution of the network of UNITWIN/UNESCO Chairs is a key part of this process of engagement. Comprising over 800 institutions and affiliates, the global network is an essential resource for the generation and mobilization of interdisciplinary knowledge. The think pieces by over one hundred authors from 65 institutions presented in this publication were selected from the numerous submissions received in response to the call for contributions to the Futures of Education initiative. Humanistic Futures of Learning: Perspectives from UNESCO Chairs and UNITWIN Networks presents diverse views on the aims and purposes of education, as well as on learning content and methods within increasingly complex learning systems. This publication represents the first curated input submitted to the International Commission on theFutures of Education, chaired by Her Excellency Ms Sahle-Work Zewde, President of the Federal Democratic Republic of Ethiopia. The Commission is mandated to steer the debate and lead the development of a global report on the futures of education to serve as a platform for policy debate, research and action for the years to come. This is in the spirit of previous reports published at key historical junctures of societal transformation, including Learning to Be: the world of education today and tomorrow (1972), Learning: The treasure within (1996), and, more recently, Rethinking Education: Towards a global common good? (2015). A humanistic approach to education and development is the common thread that weaves together the diversity of contributions into a rich tapestry on learning. The approach is grounded in a vision of development that is economically inclusive, socially just and environmentally sustainable. A vision that acknowledges the diversity of knowledge systems, worldviews and conceptions of well-being, while reaffirming a common core of universally shared values. It is a vision that promotes an integrated approach to learning, acknowledging the multiple personal, social, civic and economic purposes of education. The collection presented in this publication provide fresh multidisciplinary insights for a re-purposing of education that inspire hope for the future as we address increasingly complex development challenges and as we strive to transform the future. Foreword UNESCO would sincerely like to thank all those who enthusiastically responded to the call for think pieces on the futures of education. The pieces featured in this publication represent only a fraction of those submitted. It is only by leveraging our collective intelligence that we can repurpose education and learning for alternative futures of humanity and the planet. This publication is one contribution in this direction. Stefania Giannini Assistant Director-General for Education Acknowledgements UNESCO would like to thank, first and foremost, all the scholars from the UNESCO Chairs and UNITWIN Networks who responded to the call for contributions on the futures of education. Many of them transcended disciplinary specializations and geographic borders to prepare original think pieces. Their perspectives and insights are invaluable to advancing the collective thinking on how education, knowledge and learning can shape the future of humanity and the planet. This publication was prepared by the UNESCO Education Research and Foresight programme, under the overall guidance of Sobhi Tawil. The analysis of the contributions was led by Noah Webster Sobe. Maya Prince coordinated the overall publication project, including both the selection and peer review process, and Aida Alhabshi supported the production process. Namreen Akhter Syed provided support with editing and overall coordination of the publication and Kyeonghun Joo assisted with the monitoring of submissions. Special thanks to Peter Wells and Inga Nichanian from the Section of Higher Education, as well as to our colleagues across UNESCO - from within the Education Sector and beyond, including Regional Bureaux and Institutes - who peer reviewed individual think pieces. UNESCO would also like to extend its sincere appreciation to the external peer reviewers Professor Abdeljalil Akkari at the University of Geneva and Serhiy Kovalchuk at the International Development Research Centre in Canada. Finally, UNESCO would like to express its sincere appreciation to the Swedish International Development Cooperation Agency (Sida) for its continuous generous support to the UNESCO Education Research and Foresight programme. This project would not have been possible without their support. Table of contents Foreword . 3 Acknowledgements . 5 Introduction . 11 1 . Culture and the environment: Harnessing customs and knowledge for planetary survival . .. 15 Creating communities of knowledge and connecting to landscape ..............16 Knowledge democracy: Opening our doors to all knowledge systems ............21 Enhancing cultural resilience by learning to appreciate change and transformation ...................................................................24 Reforming educational systems with sustainability at their core ..................27 Reinventing the world through landscape reading ................................31 Humanism and environmental ethical frameworks ................................34 Geology for society: Earth science for sustainable development ...................39 Strengthening our connection to nature to build citizens of the Earth .............42 2 . Responsible citizenship: Cultivating a generation at peace with itself and the Earth . 47 Participatory learning as a socializing process for global peace ...................48 Infusing philosophy in education from early learning onwards ...................51 Humanistic and ethical values in higher education ................................54 Sustainability as a purpose on the new path of learning for the future .............58 Visual literacy in the age of the image ............................................63 7 Humanistic futures of learning - Perspectives from UNESCO Chairs and UNITWIN Networks Education to create a sustainable global food system ............................67 Challenges and opportunities for human rights education .......................71 Toward a vision for arts education ................................................75 A place for the arts as outlined by the Seoul Agenda ..............................76 The arts hold the key to adapting to an unforeseen future ........................77
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