聯合國永續發展目標（SDGs）教育脈絡初探

Exploring the Educational Context of the United Nations Sustainable Development Goals (SDGs)

聯合國自1972年開始，召開各種反思人與環境的國際會議，永續發展概念也逐漸在不同會議中萌芽、確認與開展，而過程中不斷強調人類邁向永續發展，教育是相當重要的取徑。發展至今，永續發展目標（Sustainable Development Goals, SDGs）與經濟合作發展組織（Organization for Economic Cooperation and Development, OECD）強調的素養教育同步邁進，並整合千禧年目標至2030年為一個階段，強調教育此國際重要議題與教育發展歷程的重要性。本文試圖梳理永續發展目標教育，回應新實用主義，藉此彰顯教育的重要性不在於提供「真理」，而是提出「希望」，並讓學生理解社會演變為今日現狀所歷經的過程，同時也回應十二年國民基本教育最核心的三大思維—自發（本體觀）、互動（認識觀）、共好（倫理觀），產生其認同感，真正落實永續發展目標的教育內涵。

Since 1972, the United Nations has convened various international conferences to reflect on Mankind and the environment, and the concept of sustainable development has gradually had a knock-on effect, been recognized and developed at different conferences. In the process, it has been emphasized that Mankind is moving towards sustainable development. Education is a very important approach. Development has so far coincided with literacy education as emphasized by the Organization for Economic Cooperation and Development, and the sustainable development goals have integrated the Millennium goals into 2030 as a phase. The process emphasizes the importance of education. Therefore, this paper attempts to sort out the educational context of the sustainable development goals of the United Nations and simultaneously, to discuss and link up with the Taiwanese context of education and the major topics of the 12-year compulsory education. It also responds to the neo-pragmatic epistemology’s initiative for all sectors of society to understand and participate in verbal communication. Human action is based on the positive attitude of “refactoring” traditional philosophy, continuous emphasis on ethics, political and social responsibility, strongly supporting the human experience, conviction and probing into the diversity of orientations. By combing through sustainable development goal education and responding to neo-pragmatic epistemology, it is shown that the importance of education is not to provide “truth”, but to put forward “hope” and to make students understand the joys and sorrows that society has experienced through all kinds of events that have occurred in history, good or bad, as it evolves towards today’s present situation. At the same time, it also responds to the three core thinking of the 12-year compulsory education, namely spontaneity (ontological view), interactivity (epistemological belief), common good (ethical concept), generating a sense of belongingness and the real implementation of educational connotation in the sustainable development goals.