面向未来的学习:跨学科合作改善大流行防范的案例研究

T. Nguyen, M. Ronse, A. Kiekens, P. Thyssen, J. R. Nova Blanco, N. Van den Cruyce, M. Craps, A. Vandamme
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摘要

自世界卫生组织(世卫组织)宣布2019冠状病毒病(COVID-19)大流行以来,人们的注意力转向了社会举措的影响,以及从中可以学到什么,以应对COVID-19之后的未来。然而,很少有人关注“面向未来的学习”作为一个组织过程是如何具体实现的。本文提供了我们团队在2019冠状病毒病大流行的第一年通过跨学科合作“为未来学习”的项目的协作自我志,我们的更广泛目标是帮助改善比利时及其他地区未来的大流行准备工作。我们运用实践理论及其过程、关系本体论来理解“为未来学习”的经验现象,作为一种实践或一系列关系活动和人工制品,它们构成了我们的经验和集体意识,即我们正在以跨学科的方式“为未来学习”。我们的解释性分析揭示了三种关系活动:包容性广泛分享、参与性具体化和集体意义暂停。分析进一步表明,与此同时,这些活动是再现我们小组在现在和未来之间反复经历的紧张局势的手段(即对目前的大流行病产生影响,还是从现在退一步以"为未来学习")。这就解释了为什么我们的团队反复尝试澄清优先事项并重新建立对未来的关注并没有简单地解决紧张局势。从过程的、关系的角度来看,“为未来而学习”是通过不断的努力而产生的,这些努力与现在的不同有关。我们讨论了我们的理论观点和发现对组织一个更有弹性的社会和未来的研究方向可能意味着什么。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning for the Future: A Case Study of Transdisciplinary Collaboration to Improve Pandemic Preparedness
Since the World Health Organization (WHO) announced the COVID-19 pandemic, attention has turned to the impact of societal initiatives and what can be learned from them for the future beyond COVID-19. Little attention has been paid, however, to how 'learning for the future,' as an organizational process, is concretely accomplished. This paper offers a collaborative autoethnography of our team's project to 'learn for the future' through transdisciplinary collaboration during the first year of the COVID-19 pandemic, where our broader goal was to help improve future pandemic preparedness for Belgium and beyond. We engage practice theory, with its processual, relational ontology, to understand the empirical phenomenon of 'learning for the future' as a practice or set of relational activities and artifacts that constituted our experience and collective sense that we were 'learning for the future' in a transdisciplinary way. Our interpretive analysis uncovered three relational activities:inclusively broad sharing , participatory concretizing, and collective suspending of sense. The analysis further revealed that, at the same time, these activities were the means through which the tension our team repeatedly experienced between the present and future (i.e.making an impact on the present pandemic versus taking a step back from the present to 'learn for the future') was being reproduced. This explains why our team's repeated attempts to clarify priorities and reestablish the focus on the future did not simply resolve the tension. From a processual, relational perspective, 'learning for the future' emerged through ongoing efforts that relate to making a differ ence in the present. We discuss what our theoretical perspective and findings may mean for organizing for a more resilient society and future directions for research.
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