Pedagogy at the brink of the post-anthropocene
AbstractThe significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education’s commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of ‘our’ mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of apprehending what it might entail to live (and die) in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the ‘outside thought’ of ecocatastrophe, or rather, our being ‘thought’ from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought mig...