编者按
《教育学前沿研究》课程计划
专家介绍
课程负责人
黄忠敬
华东师范大学教育学部教育学系系主任，教授，博士生导师，教育学博士，教育部人文社会科学重点研究基地基础教育改革与发展研究所副所长，华东师范大学社会与情感能力研究中心主任。研究领域是教育政策、教育学原理、基础教育改革等。已经出版学术著作18部，发表学术论文100余篇。国家社科基金教育学重大项目首席专家，主持完成国家社科基金、全国教科规划、上海市哲学社会科学等多项科研课题。多次赴美国、挪威、德国、法国、澳大利亚、加拿大、新西兰、日本等国家参加学术活动。中国教育学会全国教学论专业委员会副理事长。《华东师范大学学报（教科版）》、《中国教育政策评论》编委会委员。
课程主讲人
李军
李军博士是加拿大西安大略大学前校务委员、教育政策与领导学系前系主任和候任系主任、终身教授，加拿大中华教育学会（CSE）创会会长、美国比较与国际教育学会（CIES）前会长、北京大学和北京师大客座教授、明远教育奖得主（2023），是具有全球领导力和影响力的杰出海外华人学者和华东师大校友。李教授拥有教育史专业（华东师大1992年）及国际教育政策专业（马里兰大学2006年）双博士，出版逾百种英、中或日文期刊论文或学术论著，新著《教育改进科学——迈向改进型组织的艺术》即将面世。
课程主讲人
Michael A. Peters
Michael A. Peters is a New Zealander currently Distinguished Visiting Professor at Tsinghua (P.R. China), Emeritus Professor University of Illinois Urbana-Champaign (U.S.A.), and Research Associate in the Philosophy Program at Waikato University (NZ). He was Distinguished Professor of Education at Beijing Normal University (2018-2024). He was awarded a Personal Chair at the University of Auckland in 2000 and held the Research Chair at the University of Glasgow (2000-2006) before being appointed Excellence Hire Professor at Illinois (2005-2011) and Professor of Education at the University of Waikato (2011-2018). Michael was Editor-in Chief of Educational Philosophy and Theory for 25 years and the founding editor of several other international journals. Michael has written over 120 books and some 500 journal articles on a wide range of topics in philosophy, educational theory and political economy. He was made a Fellow of the Royal Society of New Zealand in 2008 and a Fellow of Humanities in NZ in 2006. He was awarded honorary doctorates by State University of New York (SUNY) in 2012 and the University of Aalborg in 2015. His recent works include two books on post-apocalyptic philosophy including Civilisational Collapse and the Philosophy of Post-Apocalyptic Survival (Peter Lang, 2025) and he is currently editing the Handbook of Ecological Civilization (Springer, 2025).
Personal website: https://michaeladrianpeters.com/
课程主讲人
Fazal Rizvi
Fazal Rizvi is an Emeritus Professor of Global Studies in Education at the University of Melbourne, as well as at the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy, internationalization of higher education, and Australia-Asia relations. A sequel to his widely acclaimed book, Globalizing Education Policy (Routledge 2010) has been published under the title, Reimagining Globalization and Education (Routledge 2022). He was an editor-in-chief of the 4th edition of International Encyclopedia of Education (Elsevier 2022). He is a past Editor of the journal, Discourse: Studies in Cultural Politics of Education, as well as a past President of the Australian Association of Research in Education. Fazal is currently researching issues of educational reform in Bhutan.
课程主讲人
Tina Besley
Tina Besley is currently Visiting Professor in IOE at Tsinghua University. She was Distinguished Professor, Beijing Normal University, Faculty of Education from 2018-2024. She was previously Professor and Associate Dean International, in the Faculty of Education, University of Waikato, New Zealand; Research Professor, University of Illinois Urbana Champaign; Full Professor, California State University San Bernardino; and Research Fellow at the University of Glasgow where she began her academic career in late 2000. She spent 16 years as a secondary school teacher, Head of Guidance, and Counsellor in New Zealand. She is the founding president of the Association for Visual Pedagogies and Past President of the Philosophy of Education Society of Australasia and honoured as a Fellow of both learned societies. She is a Fellow of the Royal Society of Arts, UK. She uses the later work of Michel Foucault on subjectivity, free speech, governmentality. In global studies in education she explores policy, identities and cultures and interculturalism. Tina works closely with Prof. Michael A. Peters and with a wide international network of scholars in many journal articles and books. She has published over 30 books and monographs and numerous journal articles. She has been on the editorial board of several journals including deputy editor of Educational Philosophy and Theory; Associate editor Beijing International Review of Education, founding editor PESA Agora: Founding co-editor E-Learning & Digital media; and Knowledge Cultures.
课程主讲人
Tony Bush
Tony Bush is Professor of Educational Leadership at the University of Nottingham. He is President and a Trustee Board member of the British Educational Leadership, Management and Administration Society (BELMAS). He has an established international profile, with research, consultancy, or invited keynote presentations in 26 countries on six continents. He has published extensively on many aspects of educational leadership and management, and his best-selling book, Theories of Educational Leadership and Management, is now in its fifth edition and has been translated into six languages, including Chinese. He has been editor-in-chief of the leading international journal, Educational Management, Administration and Leadership, since 2002.
课程主讲人
潘慧玲（Hui-ling Wendy Pan）
Professor Hui-ling Wendy Pan earned her Ph.D. from The Pennsylvania State University in 1987. She is a distinguished professor in the Department of Education and Futures Design at Tamkang University(TKU) and has previously served as Dean of the College of Education at TKU. Her illustrious teaching career, spanning more than twenty-five years at the Taiwan Normal University, culminated in her recruitment to TKU in 2011. She is a dedicated researcher in educational leadership, educational evaluation, and school improvement with a recent focus on facilitating learning communities and innovation systems in schools.
课程主讲人
陈粤秀（Xiu Chen Cravens）
Xiu Chen Cravens is a Professor of the Practice in education policy and leadership at Vanderbilt University’s Peabody College of Education and Human Development. She serves as the director of the International Education Policy and Management (IEPM) M.Ed. program and the director of the Peabody-Asia Consortium for Education (PACE). She devotes her teaching and research to understanding the role of instructional leadership and teacher development in a changing technological, ecological, and geopolitical environment, and how promising practices may be translated and contextualized across sociocultural settings.
In recent years, she led multiple international research-practice partnerships to design, pilot, and assess the impact of professional development models in improving school performance and effectiveness, and served on the U.S. Learning Forward Advisory Council for the revision of Standards for Professional Learning. Employing both qualitative and quantitative methods, she has authored or co-authored research articles published in numerous top academic journals. She is the developer and lead instructor of courses on research design and systematic inquiry for Peabody-Vanderbilt’s Independent School Leadership (ISL) M.Ed. and the Leadership and Learning in Organizations (LLO) Ed.D. programs. She is also the principal investigator for several ongoing international projects, including the Vanderbilt-Peabody’s Humphrey Fellowship Program, a Fulbright-affiliated initiative that has brought about 200 mid-career international educational leaders from 70-plus countries to Vanderbilt for professional development since 2009, establishing an extensive professional network around the world.
Professor Cravens grew up in Nanjing, China. She earned her B.A. in Chinese language and literature from Peking University, M.S. in communications from the University of Tennessee, and Ph.D. in education policy from Vanderbilt University. She joined the Vanderbilt faculty in 2008.
课程内容
第一次（李军教授）
时间：4月7日13:50-16:25
地点：文科大楼913
讲题：学者的素养：生命探索与专业实践
摘要：本报告旨在分享报告人始自1980年代初长期的国内外教育学术生涯、以及在此历史长河中所积累和反思的学者生命经验。通过长达四个多年代的学术浸淫，报告人尝试提供关于学者素养、富有个人体验的种种思考，回答学者生命形态的多样性和共通性，强调历史、现实和国际等多维视野的必要性和重要性，审思和建构当代学者的生命探索和专业生涯。
第二次 （Michael A. Peters教授）
Time：April 18, 13:50-16:25
Place：文科大楼913
Title: Educating the Next Wave: Wenfeng’s DeepSeek Philosophy of AI Education and its Implications for Global Learning
Abstract: This presentation examines Liang Wenfeng's progressive philosophy for AI education, which emphasizes the integration of open-source principles and a deep understanding of language as the foundation of human-like intelligence. Wenfeng, the pioneering mind behind DeepSeek, advocates for an educational model that is radically open and universally accessible, reflecting his broader views on AI development. His educational approach posits that a deep engagement with language processing not only mirrors the cognitive processes inherent in human intelligence but also serves as a critical stepping stone towards the development of Artificial General Intelligence (AGI). Through qualitative analysis of Wenfeng’s public interviews and DeepSeek’s educational initiatives, this study explores how Wenfeng’s educational philosophy aims to democratize AI knowledge by lowering barriers to entry and fostering a global community of contributors and learners. The presentation highlights how these strategies align with global educational trends that emphasize collaboration, peer learning, and the breakdown of traditional educational hierarchies. Additionally, the presentation discusses the potential impacts of Wenfeng's philosophy on the traditional educational ecosystems, particularly in how we understand the role of technology in learning environments. It argues that Wenfeng’s approach could catalyze significant shifts in educational policy and practice, making AI education more inclusive and innovation-driven. This examination is crucial for policymakers, educators, and technologists as they navigate the intersections of technology, education, and ethics in the AI-driven future. The findings aim to contribute to the ongoing discourse on the best practices for AI education that not only enhance technological competencies but also foster a holistic understanding of AI’s role in society.
第三次（Michael A. Peters教授及Fazal Rizvi教授）
Time：April 21, 8:50-11:25
Place: 文科大楼913
Title: Imagining Higher Education Futures (a discussion with Michael Peters)
Abstract: Systems of higher education are at the crossroads, affected by historically unprecedented changes that are reconfiguring the geopolitical space within which universities operate. These changes do not only relate to the emergence of a multipolar world but also to an unstable global economy, shifting information systems, dilemmas surrounding new technologies and artificial intelligence, deep concerns about environmental sustainability, fluctuating youth cultures, and populism and declining trust in social institutions. Systems around the world face uncertainty, unpredictability, and upheaval, making planning with any degree of confidence extremely difficult. In this conversation, Fazal Rizvi and Michael Peters, who have known each other for more than three decades, will discuss these issues, and imagine possible futures of higher education.
第四次（Tina Besley教授）
Time：April 21, 13:50-16:25
Place: 文科大楼913
Title: Globalization and Higher Education 2025: Navigating a Fragmented, Digital, and Unequal Landscape
Abstract: 2025 has already seen astonishing changes in the geopolitical and higher educational landscape as the second Trump administration’s policies have become marked by ideological nationalism emphasising America first that have challenged global relationships and alliances. Economically, protectionist trade policies are disrupting global partnerships, fostering trade tensions and accelerating a retreat from multilateralism and even globalization itself with much discussion about deglobalization. Stricter immigration policies, border control and heightened scrutiny of foreign students —particularly Chinese nationals and student from Muslim countries—not only induces fear, but will see reduced international enrolment, reframing education as a revenue-driven market rather than a platform for cultural exchange. Currently US universities, and especially Ivy-league institutions face Federal intervention and threats of huge funding cuts unless they alter race-based policies. This is exemplified by Columbia University’s $400 million penalty over alleged antisemitism, and underscores state control over institutional autonomy, chilling academic freedom and international collaboration. Furthermore the reorientation of academic priorities from progressive agendas with deletion of diversity, equity and identity (DEI) and climate change are currently underway. STEM fields are promoted while humanities subjects and especially critical race theory and legal studies are marginalized through funding cuts, framed as aligning education with economic pragmatism. This environment may well spur a “brain drain” of U.S. researchers to European and other universities further eroding America’s global academic leadership. Collectively, these policies weakened liberalism and internationalism in higher education, privileging nationalism, security-driven regulation, and marketization over intellectual diversity and global engagement. Such a reconfigured academic landscape, diminishes cultural exchange, and poses questions about the role of universities in fostering inclusive, transnational dialogue.
第五次 （Tony Bush教授）
Time：May 20, 13:50-16:25
Place: 文科大楼913
Title: School Leadership in Global Contexts
Abstract: School leadership as an academic subject developed in the global north from the 1970s, when most of the leading journals were founded and theory development began. Subsequently, it began to influence educational policy and practice, as a research base emerged and expanded. Theory was expressed to a considerable extent by models, that sought to explain school leadership practice. During the 21st century, several models, for example transformational, instructional, distributed and teacher leadership, have international significance, as interest in school leadership has grown globally, notably in China and other parts of Asia. Another significant development is recognition, in China and elsewhere, that school leaders require specialist preparation for their increasingly important roles. In this lecture, Professor Bush will draw on his extensive international experience to discuss these trends and apply them to China.
第六次 （Tony Bush教授）
Time：May 21, 8:50-11:25
Place: 文科大楼913
Title: Publishing in International Journals
Abstract: The growth of school leadership as an academic pursuit has led to the emergence and development of journals that report research and scholarship. Universities and education systems increasingly expect academics to publish in top journals to secure jobs and achieve promotion. This ‘publish or perish’ culture has led to significant increases in submission to the most prestigious journals. For example, Educational Management, Administration and Leadership (EMAL) has seen a 65% increase in submissions in the past two years. In 2024, there were 770 submissions from 77 countries, with Chinese scholars contributing 175 of the submitted manuscripts. In this lecture, Professor Bush will draw on his 22 years’ experience as EMAL Editor-in-Chief to trace the growth of academic journals on school leadership, explain the journals’ hierarchy, and advise on how to prepare high quality papers for the top journals.
第七次（潘慧玲教授）
时间：5月22日8:50-11:25
地点：文科大楼913
讲题：在变革中前行：教育领导的实践
摘要：进入二十一世纪，社会快速变迁，为教育体系带来前所未有的挑战。面对这些变动，学校唯有积极推动以培养学生未来能力为核心的教育变革，方能实现永续发展。在这样的转型历程中，教育领导者扮演着不可或缺的关键角色。本次讲演将聚焦于“教育领导的实践”，探讨领导如何有效促进学校变革。内容将从现今教育所面临的挑战谈起，进而介绍领导概念的演变，并解析当代重要的领导模式。最后，透过具体案例分享教育现场的实践经验，并以未来的展望作为结语，期待启发更多教育工作者一同迈向创新的领导之路。
第八次（陈粤秀教授）
Time：5月22日13:50-16:25
Place：文科大楼913
Title：Navigating AI Integration Through Improvement Science and Global Insight
Abstract: Empowering educators with both competence and confidence in digital technologies is essential to harnessing AI’s potential to transform education. This talk examines ongoing efforts in the United States to develop an actionable district-level professional learning roadmap for the effective and ethical integration of AI in K–12 education. The roadmap is structured around three key levers: employing the improvement science framework – including collaborative inquiry through Plan-Do-Study-Act (PDSA) cycles and networked improvement communities – to systematically build educators’ technological pedagogical content knowledge (TPACK) related to AI; drawing insights from international partners on approaches that balance top-down support with bottom-up innovation to contextualize AI adoption in diverse educational settings; and leveraging a robust network of local, state, and national partners to foster cross-sector collaboration in developing a scalable professional learning model for AI integration across school districts.
第九次（黄忠敬教授）
时间：5月26日13:50-16:25
地点：文科大楼913
学生汇报展示
往期课程回顾
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课程回顾丨教育学前沿研究英文课程“社会与情感能力的测评”圆满结束