Learning to Live in the Anthropocene: Our Children and Ourselves

Autor/in	Laird, Susan
Titel	Learning to Live in the Anthropocene: Our Children and Ourselves
Quelle	In: Studies in Philosophy and Education, 36 (2017) 3, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-017-9571-6
Schlagwörter	Educational Philosophy; Child Health; Environmental Influences; Racial Bias; Environmental Education; Pollution; Ecology; Epistemology; Moral Values; Public Schools; Climate + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Environmental influence; Umwelteinfluss; Racial discrimination; Rassismus; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schadstoffbelastung; Ökologie; Erkenntnistheorie; Moral value; Ethischer Wert; Public school; Öffentliche Schule; Klima
Abstract	This essay responds to recent philosophical interest in the Anthropocene by asking (Trachtenberg in "Inhabiting the Anthropocene: how we live changes everything," 2016): Can and should educators adopt, form, transmit, teach ways of living to maintain, if not enhance Earth's habitability, especially its habitability for diverse children? This inquiry therefore calls for conceptual study of learning to live through the Anthropocene--with, despite, after, before, amid, among, away from, and against its myriad harms, possible and actual, especially its harms to children. Examining cases of environmental racism in Checker's "Polluted Promises" (2005), and other cases of environmental threats to children's health, in Steingraber's "Raising Elijah" (2011), this study begins by proposing the ecological gap in philosophy of education consequential for children resides within another epistemological gap, variously designated gender gap, love gap, care gap (Martin in "The schoolhome: rethinking schools for changing families." Harvard University Press, Cambridge, 1992; "Education reconfigured: culture, encounter, and change." Routledge, New York, 2011; Warren in "Ecofeminist philosophy: a Western persepctive on what it is and why it matters." Rowman & Littlefield, Lanham, 2000). Ruddick's maternal thinking (1984, 1988) provides a conceptual frame for theorizing three moral aims of learning to live in the Anthropocene that might inform public schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01