通过去定时化和激进的科学,数学和技术教育,重新审视意识形态组合
1Department of Curriculum, Teaching & Learning Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6 Canada.
概括
与科学,技术,工程和数学 (STEM) 领域相关的存在威胁需要系统性变化. 一个新的课程可以使学生有能力创建替代的,以幸福为重点的系统.
科学领域:
- 环境科学 环境科学
- 社会学 社会学 社会学
- 教育理论教育理论
背景情况:
- 存在的威胁 (气候变化,疾病,生物多样性丧失) 与科学,技术,工程和数学 (STEM) 有关.
- 亲资本主义的意识形态和经济体系被认为是通过形成有害的集体来推动这些威胁的首要驱动力.
- 当前的社会政治不稳定和COVID-19流行病为变革性变革提供了机会.
研究的目的:
- 分析与STEM领域和亲资本主义意识形态相关的危害.
- 提出一个课程和教学框架,以促进系统变革.
- 让学生能够设想和创建基于全面福祉的替代社会组合.
主要方法:
- 对STEM,资本主义和环境/社会伤害之间的关系进行批判性分析.
- 探索教育框架,以促进批判意识和系统思维.
- 对于重新想象社会结构的教学方法的概念辩护.
主要成果:
- 受到亲资本主义利益影响的STEM领域,为全球重大威胁做出了贡献.
- 现有的社会集合是有弹性的,但容易受到破坏.
- 一个特定的课程可以为学生提供挑战现有结构和提出替代方案的工具.
结论:
- 迫切需要破坏或取代有害的,亲资本主义的集体.
- 教育在赋予个人创造更公平,更可持续的系统的权力方面发挥着至关重要的作用.
- 拟议的课程提供了一条途径,以促进与全面福祉一致的未来.
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