Description
Book SynopsisThe book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.
According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When edu
Table of Contents
Introduction: Education for sustainable development in the ‘Capitalocene’ 1. Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education 2. The Holocene Simulacrum 3. Education after the end of the world. How can education be viewed as a hyperobject? 4. Catastrophe or apocalypse? The anthropocenologist as pedagogue 5. From “education for sustainable development” to “education for the end of the world as we know it” 6. Spiritual education for a post-capitalist society 7. Ilyenkov’s ideal: Can we bank on it? 8. Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard
