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标题: 2016“全球共识年”(IYGU):搭建全球思维与地方行动之桥梁 [打印本页]
作者: silver 时间: 2016-1-29 09:17 标题: 2016“全球共识年”(IYGU):搭建全球思维与地方行动之桥梁
2016“全球共识年”(IYGU) 搭建全球思维与地方行动之桥梁
国际科学理事会(The International Council for Science,ICSU),国际社会 科学理事会(International Social Science Council, ISSC)和国际哲学和人文科 学理事会(the International Council for Philosophy and Humanistic Studies,ICIPSH)共同宣布 2016 年为“全球共识年(”International Year of Global Understanding, IYGU)。IYGU 的目标是促使人们更好地理解地方对全球的影 响,并努力制定明智的政策,以应对全球性挑战,诸如全球变化、食品安全和移 民。
德国耶拿大学的Benno Werlen教授发起,将2016年作为“全球共识年”(International Year of Global Understanding, IYGU)。他指出:“我们旨在搭 构建全球思维与地方行动之桥梁。只有当人们真正理解个人生计方面的抉择对地 球的影响后,才能做出恰当且有效的改变”。
2016年的“研究计划、教育项目、信息宣传”活动的主要目的是,探索如何 将科学见解转化为更加持续的生活方式。这个项目不仅关注环境保护和气候政策,还探索生命质量和可持续使用本地资源等问题。英国伦敦政治经济学院前任 院长安东尼·吉登斯指出:“我们生活在有史以来联系最为紧密的世界中,但同 时,这个世界又被冲突、混乱和不确定性撕裂着。这种扰乱和不安蕴含着巨大的 机遇和风险”。他补充到:“找到一种积极的平衡,需要根本的、睿智的反思, 以及IGYU提出的新合作形式。”
前国际科学理事会主席、诺贝尔奖得主李远哲教授说:“可持续发展是全世 界面对的挑战,要应对这一挑战,需要转变我们生活、消费和工作的每种方式。 当全球气候谈判阻止了可持续发展的危机时,IGYU又很好地补充了一些协调解 决方案,比如让每一个人理解和改变其日常生活习惯,自下而上提出对全球战略 的补充方案。这两种方法将增加我们成功抵御危机的机会。可持续发展是迄今为止最重要的人道。”
例如,在 2016 年的每一天,IGYU 将介绍一种日常活动的改变。这些改变 已被科学证明,它们比目前的实践更利于可持续发展。IYGU 将编辑、发行日常 生活读本,该读本将涉及文化多样性和地方实践。高等可持续发展研究所
(Institute for Advanced Sustainability Studies, IASS)的执行主任克劳斯·托普 弗指出:“与过去相比,今天更为重要的是寻找一种力量,以理解和接纳他人的 立场、思想和期望。”希望这些对有形的、当地的行动的关注,不仅能为研究项 目和学校课程提供想法,而且能宣传那些绝好的实践案例。无论这些活动在哪里 开展,都可用不同的语言进行交流。通过自下而上的方式,IYGU 的实践能够支 持和拓展其他举措,例如“未来地球”、“联合国 2015 年后发展议程”和“联 合国可持续发展教育十年计划”。
Werlen 教授说:“在卢旺达,塑料垃圾导致严重的环境污染。这是一个普 遍且棘手的问题。后来,人们发现塑料垃圾危害反刍动物的健康,尤其是牛。这 一认识使得该国环境立法得到人们不断的支持,塑料垃圾污染不断减少。该立法 禁止使用可能产生垃圾的塑料制品。而今人们在卢旺达公共的地方,很难再看到 塑料污染了”。
在 IYGU 计划中,ISSC, ICSU 和 ICIPSH 的参与,为全世界各地自然科学、社会科学和人文科学提供了广泛的、跨学科的合作保障。
在 2016 年,IYGU 项目将协调约 50 个“区域行动中心”。目前区域行动中 心网络正在建立,北京、墨西哥城、科因布拉、奈梅亨、汉密尔顿、巴马科和基 加利等城市已确定为区域或大洲的行动中心,东京、华盛顿、圣保罗、突尼斯市、 莫斯科、罗马正在筹划建立区域行动中心。IYGU 的总秘书处位于德国耶拿,它 负责协调上述区域行动中心。
更多有关国际共识年的信息见 www.global-understanding.info. Werlen 教 授愿接受进一步采访。
联系方式:
IYGU General Secretariat Friedrich SchillerUniversity Jena Department of Geography
c/o Prof. Dr. Benno Werlen Loedergraben 32
07743 Jena Germany
Phone: +49-3641- 948840
Mobile: +49 - 178 - 4723660
Email: benno.werlen@uni-jena.de Website: www.global-understanding.info
Benno Werlen教授简介
Benno Werlen 教授1952年生于瑞士。他先后攻读地理学、人种学、社会学 和经济学,并获得基尔大学、弗里堡大学、苏黎世大学授予的博士学位。他曾在 这几所大学担任过研究助理。在完成自然科学教授论文后,Werlen先后任教于 苏黎世联邦理工学院、萨尔茨堡大学、日内瓦大学和奈梅亨大学。他曾在剑桥大 学、加州大学洛杉矶分校、伦敦政经学院做访问学者。1998年至今,他在耶拿 大学任社会地理学教授。2008年,他成为欧洲研究委员会委员。
http://www.global-understanding.info/
作者: silver 时间: 2016-1-29 09:19
Proclamation of 2016 as the International Year of Global Understanding
Durban, South Africa, 13 September 2015
![](http://www.cipsh.net/upload/userfiles/6.png)
“Building bridges between global thinking and local action”
The International Council for Science (ICSU), the International Social Science Council (ISSC) and International Council for Philosophy and Human Sciences (CIPSH) jointly announced that 2016 will be the International Year of Global Understanding (IYGU).
The aim of IYGU is to promote better understanding of how the local impacts the global in order to foster smart policies to tackle critical global challenges such as climate change, food security and migration.
“We want to build bridges between global thinking and local action,” said Prof. Benno Werlen of the Friedrich Schiller University Jena, Germany.“Only when we truly understand the effects of our personal choices – for example in eating, drinking and producing – on the planet, can we make appropriate and effective changes,” said Werlen, who initiated this project of the International Geographical union (IGU).
How to translate scientific insight into more sustainable lifestyles will be the main focus of activities – research projects, educational programmes and information campaigns – for 2016. The project seeks to go beyond a narrow focus on environmental protection and climate policy and explore quality of life issues and the sustainable, long-term use of local resources.
“We live in the most interconnected world in history. Yet at the same time that world is riven by conflicts, dislocations and uncertainties - an unsettling and disturbing mixture of huge opportunities and existential risks,” said Lord Anthony Giddens, former Director of the London School of Economics, UK. “Finding a positive balance will demand fundamental intellectual rethinking and new forms of collaboration of the sort the IGYU offers” he added.
“Sustainable development is a global challenge, but solving it requires transforming the local – the way each of us lives, consumes, and works. While global negotiations on climate attack the sustainability crisis from above, the IYGU complements them beautifully with coordinated solutions from below - by getting individuals to understand and change their everyday habits. This twin approach elevates our chance of success against this crisis, the gravest humanity has ever seen,” said former ICSU President and Nobel Laureate Yuan-Tseh Lee.
For example, on each day in 2016, the IYGU will highlight a change to an everyday activity that has been scientifically proven to be more sustainable than current practice. Primers on everyday life which take cultural diversity and local practice into account will be compiled and distributed. “Now more than ever it is vital that we find the strength to understand and relate to the positions, thoughts, and expectations of others and seek dialogue instead of confrontation,” said Professor Klaus Töpfer, Executive Director of the Institute for Advanced Sustainability Studies (IASS).
It is hoped that this focus on tangible, local action will generate ideas for research programmes and school curricula, as well as highlight best practice examples. Wherever possible, activities will be communicated in several languages. Using this bottom-up approach, the IYGU hopes to support and extend the work of initiatives such as Future Earth, the UN’s Post-2015 Development Agenda, and the UN Decade of Education for Sustainable Development.
“In Rwanda, environmental pollution through plastic litter was a widespread and intractable problem. Ultimately, the insight that plastic is harmful to ruminant animals, in particular cows, turned the tide in favor of environmental legislation. This led to a ban on plastic items that could cause litter. Today you’d be hard pressed to find plastic polluting public areas in Rwanda,” said Werlen.
The involvement of the ISSC, ICSU and CIPSH in IYGU underwrites broad collaboration across the natural and social sciences and the humanities, from across disciplinary boundaries and from all around the world.
As stated by Dr. Adama Samassekou, former Minister of Education and President of the World Conference of the Humanities that UNESCO, CIPSH and LIEGETOGETHER are preparing for 2017: “The dominant model that favors the culture of having, of profit and of unlimited exploitation of nature leads our planet to its doom: it becomes urgent to promote new daily behavior attitudes rooted in the culture of being, as the foundation for an harmony with the environment in its widest sense. This is the reason for having the International Year of Global Understanding, and the World Conference of the Humanities in 2017, in Liège, must discuss the theoretical basis of this change of paradigm.”
In 2016, the IYGU program will be coordinated by about 50 Regional Action Centers. This network is currently being established and cities such as Tokyo . Washington, Sao Paulo, Tunis, Moscow, and Rome, while Beijing, Mexico City, Maçao/Coimbra, Nijmegen, Hamilton, Bamako and Kigali are confirmed as hoists of such Centers with their regional to continental reach. The IYGU General Secretariat in Jena, Germany coordinates these Regional Action Centers.
The Preparatory Regional Conferences of the Humanities, in 2016, organized by CPSH and UNESCO, will be part of the International Year as well. Further information on the International Year of Global Understanding is available at www.global-understanding.info.
September 13, 2015
作者: silver 时间: 2016-1-29 09:32 标题: 教科文建议案:
Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms
19 November 1974
Monitoring
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UNESDOC - (PDF) English - French - Spanish - Russian - Arabic
The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting in Paris from 17 October to 23 November 1974, at its eighteenth session,
Mindful of the responsibility incumbent on States to achieve through education the aims set forth in the Charter of the United Nations, the Constitution of UNESCO, the Universal Declaration of Human Rights and the Geneva Conventions for the Protection of Victims of War of 12 August 1949, in order to promote international understanding, co-operation and peace and respect for human rights and fundamental freedoms,
Reaffirming the responsibility, which is incumbent on UNESCO to encourage and support in Member States any activity designed to ensure the education of all for the advancement of justice, freedom, human rights and peace,
Noting nevertheless that the activity of UNESCO and of its Member States sometimes has an impact only on a small minority of the steadily growing numbers of schoolchildren, students, young people and adults continuing their education, and educators, and that the curricula and methods of international education are not always attuned to the needs and aspire actions of the participating young people and adults,
Noting moreover that in a number of cases there is still a wide disparity between proclaimed ideals, declared intentions and the actual situation,
Having decided at its seventeenth session, that this education should be the subject of a recommendation to Member States,
Adopts this nineteenth day of November 1974, the present recommendation.
The General Conference recommends that Member States should apply the following provisions by taking whatever legislative or other steps may be required in conformity with the constitutional practice of each State to give effect within their respective territories to the principles set forth' in this recommendation.
The General Conference recommends that Member States bring this recommendation to the attention of the authorities, departments or bodies responsible for school education, higher education and out-of-school education, of the various organizations carrying out educational work among young people and adults such as student and youth movements, associations of pupils' parents, teachers' unions and other interested parties.
The General Conference recommends that Member States submit to it, by dates and in the form to be decided upon by the Conference, reports concerning the action taken by them in pursuance of this recommendation.
I. Significance of terms
1. For the purposes of this recommendation:
(a) The word `education' implies the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of theirs personal capacities, attitudes, aptitudes and knowledge. This process is ~not limited to any specific activities.
(b) The terms `international understanding', `co-operation' and `peace' are to, be considered as an indivisible whole based on the principle of friendly relations between peoples and States having different social and political systems and on the respect for human rights and fundamental freedoms. In the text of this recommendation, the different connotations of these terms are sometimes gathered together in a concise expression, `international education'.
(c) `Human rights' and `fundamental freedoms' are those defined in the United Nations Charter, the Universal Declaration of Human Rights and the International Covenants on Economic, Social and Cultural Rights, and on Civil and Political Rights.
II. Scope
2. This recommendation applies to all stages and forms of education.
III. Guiding principles
3. Education should be infused with the aims and purposes set forth in the Charter of the United Nations, the Constitution of UNESCO and the Universal Declaration of Human Rights, particularly Article 26, paragraph 2, of the last-named, which states: `Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.'
4. In order to enable every person to contribute actively to the fulfillment-of the aims referred to in paragraph 3, and promote international solidarity and co-operation, which are necessary in solving the world problems affecting the individuals' and communities' life and exercise of fundamental rights and freedoms, the following objectives should be regarded as major guiding principles of educational policy:
(a) An international dimension and a global perspective in education at all levels and in all its forms;
(b) Understanding and respect for all peoples, their cultures, civilizations, values and ways of life, including domestic ethnic cultures and cultures of other nations;
(c) Awareness of the increasing global interdependence between peoples and nations;
(d) Abilities to communicate with others;
(e) Awareness not only of the rights but also of the duties incumbent upon individuals, social groups and nations towards each other;
(f) Understanding - of the necessity for international solidarity and cooperation;
(g) Readiness on the part of the individual to participate in solving the problems of his community, his country and the world at large.
5. Combining learning, training, information and action, international education should further the appropriate intellectual and emotional development of the individual. It should develop a sense of social responsibility and of solidarity with less privileged groups and should lead to observance of the principles of equality in everyday conduct. It should also help to develop qualities, aptitudes and abilities which enable the individual to acquire a critical understanding of problems at the national and the international level; to understand and explain facts, opinions and ideas; to work in a group; to accept and participate in free discussions; to observe the elementary rules of procedure applicable to any discussion; and to base value judgments and decisions on a rational analysis of relevant facts and factors.
6. Education should stress the inadmissibility of recourse to war for purposes of expansion, aggression and domination, or to the use of force and violence for purposes of repression, and should bring every person to understand and assume his or her responsibilities for the maintenance of peace. It should contribute to international understanding and strengthening of world peace and to the activities in the struggle against colonialism and neo-colonialism in all their forms and manifestations, and against all forms and varieties of racialism, fascism, and apartheid as well as other ideologies which breed national and racial hatred and which are contrary to the purposes of this recommendation.
IV. National policy, planning and administration
7. Each Member State should formulate and apply national policies aimed at increasing the efficacy of education in all its forms and strengthening its contribution to international understanding and co-operation, to the maintenance and development of a just peace, to the establishment of social justice, to respect for and application of human rights and fundamental freedoms, and to the eradication of the prejudices, misconceptions, inequalities and all forms of injustice which hinder the achievement of these aims.
8. Member States should in collaboration with the National Commissions take steps to ensure co-operation between ministries and departments and co-ordination of their efforts to plan and carry out concerted programmes of action in international education.
9. Member States should provide, consistent with their constitutional provisions, the financial, administrative, material and moral support necessary to implement this recommendation.
V. Particular aspects of learning, training and action
Ethical and civic aspects
10. Member States should take appropriate steps to strengthen and develop in the processes of learning and training, attitudes and behavior based on recognition of the equality and necessary interdependence of nations and peoples.
11. Member States should take steps to ensure that the principles of the Universal Declaration of Human Rights and of the International Convention on the Elimination of All Forms of Racial Discrimination become an integral part of the developing personality of each child, adolescent, young person or adult by applying these principles in the daily conduct of education at each level and in all its forms, thus enabling each individual to contribute personally to the regeneration and extension of education in the direction indicated.
12. Member States should urge educators, in collaboration with pupils, parents, the organizations concerned and the community, to use methods which appeal to the creative imagination of children and adolescents and to their social activities and thereby to prepare them to exercise their rights and freedoms while recognizing and respecting the rights of others and to perform their social duties.
13. Member States should promote, at every stage of education, an active civic training which will enable every person to gain a knowledge of the method of operation and the work of public institutions, whether local, national or inter-national, to become acquainted with the procedures for solving fundamental problems; and to participate in the cultural life of the community and in public affairs. Wherever possible, this participation should increasingly link education and action to solve problems at the local, national and international levels.
14. Education should include critical analysis of the historical and contemporary factors of an economic and political nature underlying the contradictions and tensions between countries, together with study of ways of overcoming these contradictions, which are the real impediments to understanding, true international co-operation and the development of world peace.
15. Education should emphasize the true interests of peoples and their incompatibility with the interests of monopolistic groups holding economic and political power, which practice exploitation and foment war.
16. Student participation in the organization of studies and of the educational establishment they are attending should itself be considered a factor in civic education and an important element in international education.
Cultural aspects
17. Member States should promote, at various stages and in various types of education, study of different cultures, their reciprocal influences, their perspectives and ways of life, in order to encourage mutual appreciation of the differences between them. Such study should, among other things, give due importance to the teaching of foreign languages, civilizations and cultural heritage as a means of promoting international and inter-cultural understanding. Study of the major problems of mankind
18. Education should be directed both towards the eradication of conditions which perpetuate and aggravate major problems affecting human survival and well-being-inequality, injustice, international relations based on the use of force-and towards measures of international co-operation likely to help solve them. Education which in this respect must necessarily be of an interdisciplinary nature should relate to such problems as:
(a) equality of rights of peoples, and the right of peoples to self-determination;
(b) the maintenance of peace; different types of war and their causes and effects; disarmament; the inadmissibility of using science and technology for warlike purposes and their use for the purposes of peace and progress; the nature and effect of economic, cultural and political relations between countries and the importance of international law for these relations, particularly for the maintenance of peace;
(c) action to ensure the exercise and observance of human rights, including those of refugees; racialism and its eradication; the fight against discrimination in its various forms;
(d) economic growth and social development and their relation to social justice; colonialism and decolonization; ways and means of assisting developing countries; the struggle against illiteracy; the campaign against disease and famine; the fight for a better quality of life and the highest attainable standard of health; population growth and related questions;
(e) the use, management and conservation of natural resources, pollution of the environment;
(f) preservation of the cultural heritage of mankind;
(g) the role and methods of action of the United Nations system in efforts to solve such problems and possibilities for strengthening and furthering its action.
19. Steps should be taken to develop the study of those sciences and disciplines, which are directly related to the exercise of the increasingly varied duties and responsibilities involved in international relations.
Other aspects
20. Member States should encourage educational authorities and educators to give education planned in accordance with this recommendation an interdisciplinary, problem-oriented content adapted to the complexity of the issues involved in the application of human rights and in international co-operation, and in itself illustrating the ideas of reciprocal influence, mutual support -and solidarity. Such programmes should be based on adequate research, experimentation and the identification of specific educational objectives.
21. Member States should endeavour to ensure that international educational activity is granted special attention and resources when it is carried out in situations involving particularly delicate or explosive social problems in relations, for example, where there are obvious inequalities in opportunities for access to education.
VI. Action in various sectors of education
22. Increased efforts should be made to develop and infuse an international and inter-cultural dimension at all stages and in all forms of education.
23. Member States should take advantage of the experience of the Associated Schools which carry out, with UNESCO’s help, programmes of international education. Those concerned with Associated Schools in Member States should strengthen and renew their efforts to extend the programme to other educational institutions and work towards the general application of its results. In other Member States, similar action should be undertaken as soon as possible. The experience of other educational institutions which have carried out successful programmes of international education should also be studied and disseminated.
24. As pre-school education develops, Member States should encourage in it activities which correspond to the purposes of the recommendation because fundamental attitudes, such as, for example, attitudes on race, are often formed in the pre-school years. In this respect, the attitude of parents should be deemed to be an essential factor for the education of children, and the adult education referred to in paragraph 30 should pay special attention to the preparation of parents for their role in pre-school education. The first school should be designed and organized as a social environment having its own character and value, in which various situations, including games, will enable children to become aware of their rights, to assert themselves freely while accepting their responsibilities, and to improve and extend through direct experience their sense of belonging to larger and larger communities-the family, the school, then the local, national and world communities.
25. Member States should urge the authorities-concerned, as well as teachers and students, to re-examine periodically how post-secondary and university education should be improved so that it-may contribute more fully to the attainment of the objectives of this recommendation.
26. Higher education should comprise civic training and learning activities for all students that will sharpen their knowledge of the major problems, which they should help to solve, provide them with possibilities for direct and continuous action aimed at the solution of those problems, and improve their sense of international co-operation.
27. As post-secondary educational establishments, particularly universities, serve growing numbers of people, they should carry out programmes of international education as part of their broadened function in lifelong education and should in all teaching adopt a global approach. Using all means of communication available to them, they should provide opportunities, facilities for learning and activities adapted to people's real interests, problems and aspirations.
28. In order to develop the study and practice of international co-operation, post-secondary educational establishments should systematically take advantage of the forms of international action inherent in their role, such as visits from foreign professors and students and professional co-operation between professors and research teams in different countries. In particular, studies and experimental work should be carried out on the linguistic, social, emotional and cultural obstacles, tensions, attitudes and actions which affect both foreign students and host establishments.
29. Every stage of specialized vocational training should include training to enable students to understand their role and the role of their professions in developing their society, furthering international co-operation, maintaining and developing peace, and to assume their role actively as early as possible.
30. Whatever the aims and forms of out-of-school education, including adult education, they should be based on the following considerations:
(a) as far as possible a global approach should be applied in all out-of-school education programmes, which should comprise the appropriate moral, civic, cultural, scientific and technical elements of international education;
(b) all the parties concerned should combine efforts to adapt and use the mass media of communication, self-education, and inter-active learning, and such institutions as museums and public libraries to convey relevant knowledge to the individual, to foster in him or her favorable attitudes and a willingness to take positive action, and to spread knowledge and understanding of the educational campaigns and programmes planned in accordance with the objectives of this recommendation;
(c) the parties concerned, whether public or private, should endeavour to take advantage of favorable situations and opportunities, such as the social and cultural activities of youth centers and clubs, cultural centers, community centers or trade unions, youth gatherings and festivals, sporting events, contacts with foreign visitors, students or immigrants and exchanges of persons in general.
31. Steps should be taken to assist the establishment and development of such organizations as student and teacher associations for the United Nations, international relations clubs and UNESCO Clubs, which should be associated with the preparation and implementation of co-ordinated programmes of international education.
32. Member States should endeavour to ensure that, at each stage of school and out-of-school education, activities directed towards the objectives of this recommendation be co-ordinated and form a coherent whole within the curricula for the different levels and types of education, learning and training. The principles of co-operation and association which are inherent in this recommendation should be applied in all educational activities.
VII. Teacher preparation
33. Member States should constantly improve the ways and means of preparing and certifying teachers and other educational personnel for their role in pursuing the objectives of this recommendation and should, to this end:
(a) provide teachers with motivations for their subsequent work: commitment to the ethics of human rights and to the aim of changing society, so that human rights are applied in practice; a grasp of the fundamental unity of mankind; ability to instill appreciation of the riches which the diversity of cultures can bestow on every individual, group or nation;
(b) provide basic interdisciplinary knowledge of world problems and the problems of international co-operation, through, among other means, work to solve these problems;
(c) prepare teachers themselves to take an active part in devising programmes of international education and educational equipment and materials, taking into account the aspirations of pupils and working in close collaboration with them;
(d) comprise experiments in the use of active methods of education and training in at least elementary techniques of evaluation, particularly those applicable to the social behavior and attitudes of children, adolescents and adults ;
(e) develop aptitudes and skills such as a desire and ability to make educational innovations and to continue his or her training; experience in teamwork and in interdisciplinary studies; knowledge of group dynamics; and the ability to create favorable opportunities and take advantage of them ;
(f) include the study of experiments in international education, especially innovative experiments carried out in other countries, and provide those concerned, to the fullest possible extent, with opportunities for making direct contact with foreign teachers.
34. Member States should provide those concerned with direction, supervision or guidance-for instance, inspectors, educational advisers, principals of teacher-training colleges and organizers of, educational activities for young people and adults-with training, information and advice enabling them to help teachers work towards the objectives of this recommendation, taking into account the aspirations of young people with regard to international problems and new educational methods that are likely to improve prospects for fulfilling these aspirations. For these purposes, seminars or refresher courses relating to international and inter-cultural education should be organized to bring together authorities and teachers; other seminars or courses might permit supervisory personnel and teachers to meet with other groups concerned such as parents, students, and teachers' associations. Since there must be a gradual but profound change in the role of education, the results of experiments for the remodelling of structures and- hierarchical relations in educational establishments should be reflected in training, information and advice.
35. Member States should endeavour to ensure that any programme of further training for teachers in service or for personnel responsible for direction includes components of international education and opportunities to compare the results of their experiences in international education.
36. Member States should encourage and facilitate educational study and refresher courses abroad, particularly by-awarding fellowships, and should encourage recognition of such courses as part of the regular process of initial training, appointment, refresher training and promotion of teachers.
37. Member States should organize or assist bilateral exchanges of teachers at all levels of education.
VIII. Educational equipment and materials
38. Member States should increase their efforts to facilitate the renewal, pro-duction, dissemination and exchange of equipment and materials for international education, giving special consideration to the fact that in many countries pupils and students receive most of their knowledge about international affairs through the mass media outside the school. To meet the needs expressed by those concerned with international education, efforts should be concentrated on overcoming the lack of teaching aids and on improving their quality. Action should be on the following lines:
(a) appropriate and constructive use should be made of the entire range of equipment and aids available, from textbooks to television, and of the new educational technology;
(b) there should be a component of special mass media education in teaching to help the pupils to select and analyse the information conveyed by mass media ;
(c) a global approach, comprising the introduction of international components, serving as a framework for presenting local and national aspects of different subjects and illustrating the scientific and cultural history of mankind, should be employed in textbooks and all other aids to learning, with due regard to the value of the visual arts and music as factors conducive to understanding between different cultures;
(d) written and audio-visual materials of an interdisciplinary nature. illustrating the major problems confronting mankind and showing in each case the need for international co-operation and its practical form should be prepared in the language or languages of instruction of the country with the aid of information supplied by the United Nations, UNESCO and other Specialized Agencies;
(e) documents and other materials illustrating the culture and the way of life of each country, the chief problems with which it is faced, and its participation in activities of world-wide concern should be prepared and communicated to other countries.
39. Member States should promote appropriate measures to ensure that educational aids, especially textbooks, are free from elements liable to give rise to misunderstanding, mistrust, racialist reactions, contempt or hatred with regard to other groups or peoples. Materials should provide a broad background of knowledge, which will help learners to evaluate information and ideas disseminated through the mass media that seem to run counter to the aims of this recommendation.
40. According to its needs and possibilities, each Member State should establish or help to establish one or more documentation centers offering written and audio-visual material devised according to the objectives of this recommendation and adapted to the different forms and stages of education. These centers should be designed to foster the reform of international education, especially by developing and disseminating innovative ideas and materials, and should also organize and facilitate exchanges of information with other countries.
IX. Research and experimentation
41. Member States should stimulate and support research on the foundations, guiding principles, means of implementation and effects of international education and on innovations and experimental activities in this field, such as those taking place in the Associated Schools. This action calls for collaboration by universities, research bodies and centers, teacher-training institutions, adult education training centers and appropriate non-governmental organizations.
42. Member States should take appropriate steps to ensure that teachers and the various authorities concerned build international education on a sound psychological and sociological basis by applying the results of research carried out in each country on the formation and development of favorable or unfavorable attitudes and behavior, on attitude- change, on the interaction of personality development and education and on the positive or negative effects of educational activity. A substantial part of this research-should be devoted to the aspirations of young people concerning international problems and relations.
X. International co-operation
43. Member States should consider international co-operation a responsibility in developing international education. In the implementation of this recommendation they should refrain from intervening in matters, which are essentially within the domestic jurisdiction of any State in accordance with the United Nations Charter. By their own actions, they should demonstrate that implementing this recommendation is itself an exercise in international understanding and co-operation. They should, for example, organize, or help the appropriate authorities and non-governmental organizations to organize, an increasing number of international meetings and study sessions on international education; strengthen their programmes for the reception of foreign students, research workers, teachers and educators belonging to workers' associations and adult education associations; promote reciprocal visits by schoolchildren, and student and teacher exchanges; extend and intensify exchanges of information on cultures and ways of life; arrange for the translation or adaptation and dissemination of information and suggestions coming from other countries.
44. Member States should encourage the co-operation between their Associated Schools and those of other countries with the help of UNESCO in order to promote mutual benefits by expanding their experiences in a wider international perspective.
45. Member States should encourage wider exchanges of textbooks, especially history and geography textbooks, and should, where appropriate, take measures, by concluding, if possible, bilateral and multilateral agreements, for the reciprocal study and revision of textbooks and other educational materials in order to ensure that they are accurate, balanced, up to date and unprejudiced and will enhance mutual knowledge and understanding between different peoples.
The foregoing is the authentic text of the Recommendation duly adopted by the General Conference of the United Nations Educational, Scientific and Cultural Organization during its eighteenth session, which was held in Paris and declared closed the twenty-third day of November 1974.
IN FAITH WHEREOF we have appended our signatures this twenty-fifth day of November 1974.
The President of the General Conference
The Director-General
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Monitoring :
- Recommendation for which monitoring the Executive Board is responsible (more information)
- Timetable of the forthcoming Consultation (2013):
Presentation of the consolidated report at the General Conference at its 37th session (Autumn 2013)
37 C/Resolution 90
Report of the Legal Committee (37 C/78)
Consolidated report on the implementation by Member States of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (37 C/27)
Examination of the consolidated report by the Executive Board at its 192nd session (Autumn 2013)
192 EX/Decision 20 (III)
Report of the Committee on Conventions and Recommendations (192 EX/45)
Implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (192 EX/20 Part III)
http://portal.unesco.org/en/ev.p ... RL_SECTION=201.html
作者: silver 时间: 2016-1-29 09:53 标题: 下个月月初正式启动~~
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