Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896631
Kai Horsthemke
ABSTRACT Helena Pedersen’s powerful keynote address poses the question: What prevents education from becoming a transformative force in times of ‘omnicide’, that is, ‘the annihilation of everything’? She locates at least part of the response in ‘institutional anxiety’, which constitutes a (social-) psychological barrier to radical change. In particular, she discusses anxiety related to the moral standing of non-human animals as a threat to human exceptionalism in educational practice and research. Institutional anxiety, as I show in my discussion of a recent manifestation at a university in South Africa, also occurs in post-liberation societies, when ‘university teachers confront’ or consider confronting ‘their own colleagues with requests for deconstruction of the anthropocentric infrastructure of their own workplace’ (Pedersen), colleagues they know to have been historically marginalised or disenfranchised. However, as I hope to make clear in my response, there are some ways of confrontation that are less divisive than others.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896638
Mark D. Beatham
ABSTRACT Could public education as a cultural institution promote the commonwealth? (‘Commonwealth,’ from The Oxford English Dictionary as, ‘public welfare; general good or advantage;’ and ‘to a body or a number of persons united by some common interest.’) This paper argues proper education enfranchises the young through proper relationships to place, past and present, culture and creation, life, and work. Wendell Berry is the principal guide and standard in describing and considering proper relationships in the commonwealth and their consequences. Other major authors include Wes Jackson, Gustavo Esteva, Vine Deloria, Alan Watts, Matthew Crawford, Roger Scruton, Nablan and Trimble, Alison Gopnik. Proper relationships, defined essentially in terms of proper scale, play, and learning, preserve the means of co-creation between human culture and creation. They are measured by health, durability, beauty, harmony, resilience, fecundity, and wellbeing.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896636
Sharon Todd
ABSTRACT This paper responds to Vanessa Andreotti’s keynote address. In it, I draw out some educational implications of facing the everyday denials of the climate emergency. In particular, I mobilise Bruno Latour’s phrase ‘landing on Earth’ to indicate that the very terms through which we understand education, particularly as it relates to the future, require a profound shift.
本文对Vanessa Andreotti的主题演讲进行了回应。在这篇文章中，我提出了面对气候紧急情况的日常否认的一些教育意义。我特别要引用布鲁诺·拉图尔(Bruno Latour)的短语“登陆地球”(landing on Earth)来表明，我们理解教育的术语，特别是与未来有关的术语，需要进行深刻的转变。
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896641
Lynda D. Stone
ABSTRACT This article explores relationships of youth power in a set of threads leading to the potential of today’s youth activism to combat the climate crisis. Following an introduction featuring Sweden’s Greta Thunberg, the threads are these: First from an American context is history of youth development, with one emphasis on the construction of adolescence. Second is learning experience about the US environment with its own national ‘exceptionalist’ history. Third is the role of inspiring youth movements, from history and contemporary times. Fourth is a turn to climate activism by youth as central to democracy. One general thematic about youth power across the article is that it oftentimes takes on a mythical character.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896639
Helena Pedersen
ABSTRACT Deborah Britzman’s remarkable question, ‘What holds education back?’, appears more urgent than ever in a world of accelerating environmental crises, climate change, and what has been described as omnicide – the annihilation of everything. What, then, holds education back from initiating radical change under these urgent conditions? This paper introduces the notion of ‘institutional anxiety’ as a consolidating force and explores how it may condition possibilities for resistance. Bringing examples from ethnographic fieldwork and experiences of course development in conversation with psychoanalytic and schizoanalytic thought, a key catalyst of institutional anxiety is discussed: Anxiety related to ‘the question of the animal’ as a threat to human exceptionalism in educational practice and research. Confronting these anxieties could open new modes of being and acting in academic space and give interspecies ethics, justice and sustainability a chance to develop in omnicidal times.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896629
Margarita García-Notario
ABSTRACT This paper reflects on how the issue of climate change and the general state of our planet is, among other causes, a main factor in the paralyzing divisions ailing Western societies. This situation, while unsettling to democracies, is promoting a kind of education in and through fear and I question if education can succeed under these circumstances without becoming indoctrination. This paper does not try to diminish the urgency and the importance of current environmental problems but rather expands today´s perspectives and incorporates research in more constructive ways of thinking and doing. I use scientific contributions in climatology, evolution, environmental conservation, economics, and neuroscience to bring new light to today’s investigations about the human and the non-human world. Finally, I propose Deep Ecology’s principles of deep questioning, deep experience and deep commitment, as a guide for new educational and ecological practices.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896632
V. Andreotti
ABSTRACT This article invites us to consider the task of education as we face the end of the world as we have known it. The first part of the article gives an overview of global and educational challenges, drawing attention to how formal education has been complicit in the reproduction of historical and systemic violence, as well as unsustainability. This section also offers a distinction between educational approaches that focus on personal empowerment and the mastery of knowledge and skills, and educational approaches that see the role of education in association with the non-coercive re-arrangement of desires and with responsibility before will. The second part of the paper presents a psychoanalytic experiment that attempts to create a space and the dispositions necessary for difficult conversations about the role of education in preparing us all to confront the potential for social and ecological collapse in our lifetime.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896635
Daniel P. Gibboney
ABSTRACT ‘Facts remain robust only when … supported by a common culture,’ observes Bruno Latour. Current debates over the veracity of climate change are, in actuality, crises of facts. Questions of facticity have, moreover, precipitated a deeper issue – the prospects of unshared, ‘alternative’ worlds. Climate science believers have one world, climate change deniers another, creating what Latour calls ‘epistemological delirium.’ Following Latour, the paper turns to Pierre Hadot’s description of Stoic physics and understanding of philosophy as spiritual exercise. Finally, taking up both Latour’s claims of ‘alternative worlds’ and Hadot’s notion of spiritual exercise, this paper explores the possibilities of shared practices in light of unshared realities.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896655
Kai Horsthemke
ABSTRACT The 17th Biennial INPE Meeting was scheduled to take place from 28 to 31 July 2020 at the Universidad Nacional Autónoma de México. Of course, there is something ironic about convening a conference on the environment and sustainability that would require presenters to utilize unsustainable modes of transport in order to participate. As it turned out, because of the outbreak and rapid global spread of a new Corona virus, the conference was cancelled and replaced by an online event held on 7 and 8 November 2020, both premieres in the history of INPE. The essays collected in this Special Issue will hopefully contribute towards the unmasking and undoing of the various kinds of denialism that have held us in its grip and that continues to thwart attempts to establish a sane and morally sustainable set of relationships between us, human beings, and other animals and the animate and inanimate environment.
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Pub Date : 2021-04-03DOI: 10.1080/17449642.2021.1896634
David Chang
ABSTRACT The rapid increase in human population is one of the underlying factors driving the ecological crisis. Despite efforts on the part of educators to raise awareness of environmental issues, the ecological impact of a burgeoning population – and the ethical implications of having children – remains an unbroachable topic. Nevertheless, the increase in human numbers is central to questions of sustainability: How can a species expect to survive in a finite terrestrial environment without limits to its population? Since most of the world’s ecological impact can be traced to capitalist-industrial- consumer societies in over-developed nations, the middle and upper classes in rich countries must weigh the ecological consequences of their family-planning decisions. In this paper, I argue that educational programs that are concerned with environmental ethics should have students examine the assumptions and implications of having children. I consider the risks associated with this proposal and respond to a series of possible objections. This paper does not advocate coercive measures for population control, but rather enjoins a pedagogical responsibility to view having children as an act with ecological consequences, an act that must be subject to careful examination.
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