Education in the Anthropocene: Ethico-Moral Dimensions and Critical Realist Openings

Autor/in	Olvitt, Lausanne Laura
Titel	Education in the Anthropocene: Ethico-Moral Dimensions and Critical Realist Openings
Quelle	In: Journal of Moral Education, 46 (2017) 4, S.396-409 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2017.1342613
Schlagwörter	Moral Values; Ethics; Learning Processes; Well Being; Conservation (Environment); Transformative Learning; Interdisciplinary Approach; Moral Development; Social Structure; Interpersonal Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Ethik; Learning process; Lernprozess; Well-being; Wellness; Wohlbefinden; Conservation; Environment; Konservierung; Bewahung; Umwelt; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Moralische Entwicklung; Sozialstruktur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Human-induced changes in planetary bio-geo-chemical processes have tipped earth into a newly-proposed geological epoch: the Anthropocene, which places moral and ethical demands on people regarding who should take responsibility for the well-being of people and planet, how, and why. Drawing generally on critical realist ontology, and more particularly on Roy Bhaskar's concept of the person as a "four-planar social being" living in the world as a laminated ontological whole, the article examines the dimensions of people's ethico-moral engagement with the Anthropocene and considers what types of learning processes might enable people to understand, live in, and co-create this period known as "the Anthropocene" in just, care-filled and--where necessary--transformative ways. The article points to the need for a radical re-orientation of education systems in the light of ethico-moral challenges that come to prominence in the Anthropocene, and argues for learning processes that nurture individual and collective moral agency through transformative, even transgressive, learning processes that are relational, humble, interdisciplinary, multi-perspectival, systemic, reality-congruent and contextually responsive. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01