The Anthropocene. Becoming-imperceptible of environmental education.

Autor/in	Le Grange, Lesley
Titel	The Anthropocene. Becoming-imperceptible of environmental education.
Quelle	In: On education, 2 (2019) 4, 6 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.17899/ON_ED.2019.4.4 10.25656/01:23039
URN	urn:nbn:de:0111-pedocs-230396
Schlagwörter	Bildungstheorie; Kritische Pädagogik; Umweltbildung; Klimawandel
Abstract	"Growing ecological awareness is producing a reflexive moment in the Anthropocene; a moment of critical consciousness about human agency vis-à-vis the planet, which brings perennial and new questions to the fore: the perennial existential question of how we should live; the perennial curriculum question, what knowledge is of most worth (Spencer, 1884). And new ones: is knowledge enough; what can I do? Furthermore, the Anthropocene is also a moment that invites us to ask how long should this 'epoch' be; and what comes after the Anthropocene? In other words, the Anthropocene presents opportunities for humans (in inter/intra-action with others) to speculatively construct vectors of possible futures. Speculating about such vectors means leaving modernity, the death of the human, the death of 'nature', the death of (environmental) education for the simple (and complex) reason that we cannot use the tools from modernity's toolkit to fix the problems created by that toolkit." (INCHER/text adopted).
Erfasst von	International Centre for Higher Education Research, Kassel
Update	2021/1