Catastrophe or Apocalypse? The Anthropocenologist as Pedagogue

Autor/in	Peers, Chris
Titel	Catastrophe or Apocalypse? The Anthropocenologist as Pedagogue
Quelle	In: Educational Philosophy and Theory, 54 (2022) 3, S.263-273 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1903434
Schlagwörter	Climate; Natural Disasters; Social Responsibility; Justice; Change; Pollution; Natural Resources; Scientific Research; Religious Factors; Neoliberalism; Teaching Methods; Politics of Education; Governance; Social Control + Suchen Sie Ihr Suchwort? Klima; Natural disaster; Naturkatastrophe; Soziale Verantwortung; Gerechtigkeit; Wandel; Schadstoffbelastung; Natural Ressource; Natürliche Ressource; Neo-liberalism; Neoliberalismus; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Soziale Kontrolle
Abstract	The fact that humans are responsible for climate change is certain. But the "meaning of the fact" of human responsibility is not disclosed by stating the fact: there is a distinction between the two principles, "de facto" and "de jure," the right to state a fact and the right to assert the meaning of the fact. This distinction must be preserved in order that humans may interpret the nature of our responsibility, as a form of justice. In fact, the nature of human responsibility can never be exhaustively determined. To recognise the fact of human responsibility for climate change may only lead us to acknowledge that climate change coincides with the plundering and exploitation of the earth as a natural resource, together with the industrial pollution which fouls our atmosphere. It is something else again to know precisely what must be done, how to think and write and interpret the science, or even what can be achieved before it is too late to prevent the worst effects of global warming. In this essay I analyse the central claims of proponents of the idea of the Anthropocene, arguing that they are arrogant and perhaps even naïve: in particular, the suggestion that humanity and nature have now fused to become a geological force is shown to be theological in its orientation. The essay also exposes Anthropocenology as a form of pedagogy, meaning that rather than opposing the neoliberalism that it attacks, Anthropocenology joins itself to the biopolitical institutions of education, seizing power in order to govern a totalized human population all the more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01