從當代社會情境來看，全球化社會的發展已經出現極大的問題，對社會正義與環境永續的發展是極為不利的，而大多數的人們也普遍意識到這樣的問題。雖然在十二年國民基本教育課綱目標中，一開始也清楚地點出這些議題，然而，我們還必須意識到課程的實施並不會憑空發生，而且總是在特定的社會背景條件下進行的。我們從反思現代性和新自由主義的社會條件來分析，指出傳統的政策實施方式可能會導致這樣的課程目標無法落實。相反地，政策的實施應該要利用反思現代和新自由主義社會產生的環境，透過政策推動者、教師及相關參與者間的相互協商與「掌舵」才有可能推動。但更重要的是，我們還應該意識到如果沒有合適的課程內容與教師專業，要邁向社會正義與環境永續的教育也是不可能的。從課綱後來的論述來看，個人非常擔心一開始課綱中強調正義與永續的理念，最後會重蹈九年一貫課程推動的後果，結果失去原本核心的理念。因此，本文也提到「非政府組織」與學校的合作，可能是很重要的策略。這樣的策略不僅反映了當代反思社會的特徵，也解決了現實上缺乏能有效反映當前社會風險的課程問題。

Because of the development of contemporary society, most people have been aware of the serious challenges on social justice and environmental sustainability. These challenges have been also identified in the curriculum guideline of the 12-years compulsory education. However, we also have to acknowledge that curriculum implementation will not happen in a vacuum, but in certain social context and condition. Based on the conditions of reflexive modernity and neoliberal society, I suggest that traditional way of curriculum implementation might lead to the failure of 12-years compulsory education. Instead, the implementation of curriculum policy should pay more attention to the context of reflexive modernity and neoliberal society and, thus, a negotiation and collaboration between policy drivers, teachers and stakeholders should be encouraged. Moreover, without proper curriculum content and teacher professionalism, it is also impossible to develop an education toward social justice and environmental sustainability. Therefore, the collaboration between NGOs and schools would be a critical strategy, which not only reflects the situation of reflexive modernity, but solves the problem of the lacking of curriculum content.