Myšlení budoucnosti a potřebnost transformativního přístupu ve vzdělávání
Obsah hlavního článku
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.
Metriky
Podrobnosti článku
Tato práce je licencována pod Mezinárodní licencí Creative Commons Attribution 4.0 .
Reference
Ahlqvist, T., & Rhisiart, M. (2015). Emerging pathways for critical futures research: Changing contexts and impacts of social theory. Futures, 71, 91–104. https://doi.org/10.1016/j.futures.2015.07.012
Andel, J. (2015). Why democracy needs the arts and culture [2nd Council of Europe Plat-form Exchange on Culture and Digitisation].
Anderson, T., & Guyas, A. S. (2012). Eh Education, Interbeing, and Deep Ecology. Studies in Art Education, 53(3), 223–245. https://doi.org/10.1080/00393541.2012.11518865
Apple, M. W. (2013). Can education change society? Du Bois, Woodson and the politics of social transformation. Review of Education, 1(1), 32–56. https://doi.org/10.1002/rev3.3000
Austin, S. (2010). Children’s participation in citizenship and governance. In A Handbook of Children and Young People’s Participation. Routledge. http://nmd.bg/wp-content/uploads/2013/02/Routledge-A_Handbook_for_Children_and_Young_Peoples_Participation.pdf
Bertling, J. G. (2015). The Art of Empathy: A Mixed Methods Case Study of a Critical Place-Based Art Education Program. International Journal of Education & the Arts, 16(Number 13). http://www.ijea.org/v16n13/index.html
Bivens, F., Moriarty, K., & Taylor, P. (2009). Transformative education and its potential for changing the lives of children in disempowering contexts. IDS Bulletin, 40(1), 97–108. https://doi.org/10.1111/j.1759-5436.2009.00014.x
Blandy, D., & Hoffman, E. (1993). Toward an art education of place. Studies in art edu-cation, 35(1), 22-33.
Boström, M., Andersson, E., Berg, M., Gustafsson, K., Gustavsson, E., Hysing, E., Lid-skog, R., Löfmarck, E., Ojala, M., & Olsson, J. (2018). Conditions for transformative learning for sustainable development: A theoretical review and approach. Sustainability, 10(12), 4479. https://doi.org/10.3390/su10124479
Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J. (2007). Arts Integration Fra-meworks, Research Practice— A literature Review. http://choice.dadeschools.net/rrm/resources/BurnafordArtsIntegrationFrameworksResearchPracticeALitReview.pdf
Bradshaw, R. D. (2016). Art Integration Fosters Empathy in the Middle School Classro-om. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 109–117. https://doi.org/10.1080/00098655.2016.1170441
Bruner, J. S. (1996). The Culture of Education. Harvard University Press.
Canning, D., Reinsborough, P., & Smucker, J. M. (2017). Re: Imagining change: How to use story-based strategy to win campaigns, build movements, and change the world. Pm Press. ISBN: 978-1-60486-197-6
Chawla, L. (2002). „Insight, creativity and thoughts on the environment”: integrating children and youth into human settlement development. Environment and Urbanization, 14(2), 11-22. https://doi.org/10.1177/095624780201400202
Conkey, A., & Green, M. (2018). Using place-based art education to engage students in learning about food webs. Journal of Instructional Pedagogies, 21. https://eric.ed.gov/?id=EJ1194246
Cole, A. G. (2007). Expanding the Field: Revisiting Environmental Education Principles Through Multidisciplinary Frameworks. The Journal of Environmental Education, 38(2), 35–45. https://doi.org/10.3200/JOEE.38.1.35-46
Convention on the Rights of the Child. (1990). UN General Assembly. http://wunrn.org/reference/pdf/Convention_Rights_Child.PDF
Corcoran, P. B., Osano, P. M., Weakland, J. P., & Hollingshead, B. P. (2009). Young Pe-ople, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis. Wageningen Academic Pub.
Dator, J. A. (2002). Advancing Futures: Futures Studies in Higher Education. Greenwood Publishing Group. ISBN: 0-275-96945-2
Day, A. (2016). DIY Utopia: Cultural Imagination and the Remaking of the Possible. Le-xington Books. ISBN: 978-1-4985-2389-9
Dewhurst, M. (2014). Social justice art: A framework for activist art pedagogy. Harvard Education Press. ISBN: 978-1-61250-738-5
Dlouhá, J., Henderson, L., Kroufek, R., Jančaříková, K., & Neprašová, S. (2020). Udrži-telná spotřeba a životní styl jako vzdělávací téma: Jaké vzdělávací cíle si stanovit, když chceme předjímat společenské změny? Envigogika, 15(1). https://doi.org/10.14712/18023061.608
Dlouhá, J., Henderson, L., Kroufek, R., Jančaříková, K., & Neprašová, S. (2021). Vzdě-lání k udržitelné spotřebě a životnímu stylu – cíle a výstupy. Envigogika, 16(1). DOI: https://doi.org/10.14712/18023061.619
Duncombe, S. (2012). Introduction: Open Utopia | The Open Utopia. http://theopenutopia.org/full-text/introduction-open-utopia/
Ewing, R. (2011). The Arts and Australian Education: Realising Potential. Australian Edu-cation Review No. 58. Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1020&context=aer
Finley, S. (2011). Ecoaesthetics: Green arts at the intersection of education and social transformation. Cultural Studies? Critical Methodologies, 11(3), 306–313. https://doi.org/10.1177/1532708611409549
Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational administration quarterly, 40(1), 47-76. https://doi.org/10.1177/0013161X03259142
Gablik, S. (1992). Connective Aesthetics. American Art, 6(2), 2–7. https://doi.org/10.1086/424147
Greene, J. C. (2007). Mixed methods in social inquiry (Vol. 9). John Wiley & Sons.
Gidley, J., Bateman, D., & Smith, C. (2004). Futures in Education: Principles, practices and potential, (Monograph No 5; The Strategic Foresight Monograph Series). https://researchrepository.rmit.edu.au/esploro/outputs/book/Futures-in-Education-Principles-practices-and-potential-monograph-No-5-the-strategic-foresight-monograph-series/9921857613901341
Gidley, Jennifer. (2001). ‘Education for All’ or Education for Wisdom? Unfolding Learning Societies: Deepening the Dialogues. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.606.758&rep=rep1&type=pdf
Graham, M. A. (2007). Art, Ecology and Art Education: Locating Art Education in a Criti-cal Place-based Pedagogy. Studies in Art Education, 48(4), 375–391. https://doi.org/10.1080/00393541.2007.11650115
Gray, P. (2011). The decline of play and the rise of psychopathology in children and ado-lescents. American Journal of Play, 3(4), 443–463. https://eric.ed.gov/?id=EJ985541
Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educa-tional Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
Hardy, B. (1968, October). Towards a poetics of fiction: 3) An approach through narrati-ve. In Novel: A forum on fiction (Vol. 2, No. 1, pp. 5-14). Duke University Press.
Heft, H., & Chawla, L. (2006). Children as agents in sustainable development: The eco-logy of competence. In Children and their environments: Learning, using and designing spaces. Cambridge University Press.
Henderson, L. Kuříková, M., Kroufek, R. (2021). Syntéza kreativního učení a vzdělávání pro udržitelný rozvoj v České republice. Envigogika 16(2) (v recenzním procesu) https://doi.org/10.14712/18023061.628
Henderson L., Kuříková, M. (2021). Kreativní vzdělávání pro udržitelnou budoucnost: metodické inspirace projektu Vzdělávání pro budoucnost. Praha, Centrum pro otázky ži-votního prostředí. ISBN 978-80-87076-23-1. Dostupné online: https://www.czp.cuni.cz/knihovna/kreativ_vzdel.pdf
Hopkins, R. (2019). From What Is to What If: Unleashing the power of imagination to create the future we want. Chelsea Green Publishing. ISBN: 978-1-60358-906-2
Hooks, b. (1992). Black looks: Race and representation. South End Press Boston. ISBN: 978-1-315-74322-6
Inayatullah, S., & Wildman, P. (1998). Futures studies: Methods, emerging issues, and civilisational visions. CD Rom. Brisbane (Australia): Prosperity Press.
Inwood, H. J. (2008). At the crossroads: Situating place-based art education. Canadian journal of environmental education, 13(1), 29-41. https://eric.ed.gov/?id=EJ842767
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805
Lucas, B., Claxton, G., & Spencer, E. (2014). Progression in student creativity in school: First steps towards new forms of formative assessments. Contemporary Readings in Law & Social Justice, 6(2). https://www.oecd-ilibrary.org/education/progression-in-student-creativity-in-school_5k4dp59msdwk-en
McDowell, L. (1999). Gender, identity and place: Understanding feminist geographies. U of Minnesota Press.
McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16. https://doi.org/10.1080/1359866X.2010.540894
Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), 58-63. https://doi.org/10.1177/1541344603252172
Okri, B. (1991). The Famished Road. London : Jonathan Cape.
Percy-Smith, B., Burns, D. (2013). Exploring the role of children and young people as agents of change in sustainable community development. Local Environment, 18(3), 323–339. https://doi.org/10.1080/13549839.2012.729565
Percy-Smith, B., & Thomas, N. (2010). Emerging themes and new directions. Handbook of Children and Young People’s Participation: Perspectives from Theory and Practice, 356-366.
Plous, S. (1993). The psychology of judgment and decision making. Mcgraw-Hill Book Company.
Ramos, J. (2005). Futures education as temporal conscientisation. Social Alternatives, 24(4), 25–31. https://search.informit.org/doi/epdf/10.3316/ielapa.200602815
Rautins, C., & Ibrahim, A. (2011). Wide-Awakeness: Toward a Critical Pedagogy of Imagination, Humanism, Agency, and Becoming. International Journal of Critical Peda-gogy, 3, 24–36. http://www.partnershipsjournal.org/index.php/ijcp/article/view/247
Reed, B. (2007). Shifting from ‘sustainability’ to regeneration. Building Research & In-formation, 35(6), 674–680. https://doi.org/10.1080/09613210701475753
Shove, E. (2010). Social Theory and Climate Change. Theory, Culture & Society, 27(2–3), 277–288. https://doi.org/10.1177/0263276410361498
Silverstein, L. B., & Layne, S. (2010). Defining Arts Integration. The John F. Kennedy Center for the Performing Arts. http://www.artsintegrationpd.org/wp-content/uploads/2017/07/What-is-Arts-Integration.pdf
Silverstone, L. (1997). Art therapy: The person-centered way: Art and the development of the person. Jessica Kingsley Publishers.
Smith, G. A. (2007). Place‐based education: Breaking through the constraining regulari-ties of public school. Environmental Education Research, 13(2), 189–207. https://doi.org/10.1080/13504620701285180
Sobel, D. (2004). Place-based education: Connecting classrooms & communities (p. 105). Orion Society.
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Re-search, 16(5–6), 511–528. https://doi.org/10.1080/13504622.2010.505427
Theis, J. (2010). Children as active citizens: An agenda for children’s civil rights and civic engagement. In A Handbook of Children and Young People’s Participation. Routledge.
Thomson, P., Hall, C., Sefton-Green, J., & Jones, K. (2012). The Signature Pedagogies Project: Final Report. London: Creativity, Culture and Education.
Twenge, J. M., Zhang, L., Im, C. (2004). It’s beyond my control: A cross-temporal me-ta-analysis of increasing externality in locus of control, 1960-2002. Personality and soci-al psychology review, 8(3), 308–319. https://doi.org/10.1207/s15327957pspr0803_5
UNECE. (2011). Learning for the future: Competences in Education for Sustainable De-velopment (Roč. 2011).ECE/CEP/AC.13/2011/6. https://www.unece.org/fileadmin/DAM/env/esd/6thMeetSC/Learning%20for%20the%20Futu-re_%20Competences%20for%20Educators%20in%20ESD/ECE_CEP_AC13_2011_6%20COMPETENCES%20EN.pdf
UNESCO (2019) What is Education for Sustainable Development? https://en.unesco.org/themes/education-sustainable-development/what-is-esd
Vaish, A., Grossmann, T., & Woodward, A. (2008). Not all emotions are created equal: The negativity bias in social-emotional development. Psychological Bulletin, 134(3), 383–403. https://doi.org/10.1037/0033-2909.134.3.383
Van der Kolk, B. A. (2015). The body keeps the score: Brain, mind, and body in the hea-ling of trauma. Penguin Books.
Wagar, W. W. (2002). Past and future. Advancing Futures, 83-90.
Wallen, R. (2012). Ecological art: a call for visionary intervention in a time of crisis. Le-onardo, 45(3), 234-242. https://doi.org/10.1162/LEON_a_00365
Weir, J. (2016). The Way the Light Hits a Web. Art Education, 69(3), 6–11. https://doi.org/10.1080/00043125.2016.1158568
Yelland, N., & Arvanitis, E. (2018). Transformative pedagogies in early childhood educa-tion. SAGE Publications Sage UK: London, England. https://journals.sagepub.com/doi/pdf/10.1177/1463949117734979