Philosophy of Education in the Anthropocene

This book develops a philosophy of education for the Anthropocene, proposing that we think about education in the light of contemporary bioclimatic challenges. Education is seen as the political means of choice for containing the runaway Earth system change and ensuring the sustainability of human life in society. In this book, Hétier and Wallenhorst continue their work on the biogeophysical and socio-political analysis of the Anthropocene here, tracing the path toward the re-founding of a political education to prepare students to address the greatest challenge of our time: the gradual disappearance of the bioclimatic conditions necessary for our very existence.

Renaud Hétier is Professor at the Université Catholique de l¿Ouest, France, and Director of the LIRFE Education Sciences Laboratory. A former teacher, he holds a PhD in Educational Science from the University of Lyon 2, France. His work examines attention, presence, and mediation in education; the anthropological and psychological significance of digital practices; and also preparation for the future in times of collapse.

Nathanaël Wallenhorst is Professor and Dean of the Faculty of Education at the Université catholique de l¿Ouest, France. He has authored twenty-five books on politics, education, and anthropology in the Anthropocene. His recent publications include A Critical Theory for the Anthropocene, Handbook of the Anthropocene, and Political Education for the Anthropocene. He is a member of the Anthropocene Working Group (AWG) and leads the International Research Network (IRN) `Education in the Anthropocene¿ for the World Education Research Association (WERA). His passion is trying to listen to the future.

Chapter 1. Introduction. Reshaping educational thinking Reshaping educational thinking.- Chapter 2. The Anthropocene: the new geological epoch. Summary of the debate on its dating.- Chapter 3. Learning to live and let live together.- Chapter 4. The Covid-19 pandemic how we are fully entering the Anthropocene.- Chapter 5. What should we do with the time remaining to us?.- Chapter 6. Precisely what sort of citizenship should we be educating for?.- Chapter 7. How, in the neoliberal era, can one be a good citizen?.- Chapter 8. Critique, resistance, and utopia.- Chapter 9. Education that shapes and transforms learners.- Chapter 10. Investing in our ability to bring life.- Chapter 11. Pedagogy in the face of the challenge posed by the Anthropocene.- Chapter 12. General Conclusion.