Education after the End of the World. How Can Education Be Viewed as a Hyperobject?

Autor/inn/en	Peim, Nick; Stock, Nicholas
Titel	Education after the End of the World. How Can Education Be Viewed as a Hyperobject?
Quelle	In: Educational Philosophy and Theory, 54 (2022) 3, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stock, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1882999
Schlagwörter	Climate; Neoliberalism; Educational Philosophy; Plastics; Weapons; Environmental Education; Ecology; Natural Disasters + Suchen Sie Ihr Suchwort? Klima; Neo-liberalism; Neoliberalismus; Bildungsphilosophie; Erziehungsphilosophie; Plastisches Material; Weapon; Waffe; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökologie; Natural disaster; Naturkatastrophe
Abstract	This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the rise of biopower. In other words, what is taken almost universally as the sacred realm of education is, in fact, a contributory factor in the global eco-ontological crisis. Morton describes global warming, plastics and nuclear arsenals as hyperobjects: viscous, nonlocal entities that exist in temporal and spatial planes vastly different from our own immediate worlds. They are the threatening, difficult to access entities that express the Anthropocene. While most will propose that education will be vital in combating looming ecological apocalypse, we consider that education is a hyperobject itself. Education, we opine, is aligned with the forces and conditions that have generated the present crisis. This is because education embodies the same qualities as the hyperobjects of modernity; according to any rigorous historical ontology, education as we know it must be seen as the most extensive expression of a dangerous biopower that is beyond control. If this position is to be taken seriously, education is not merely impotent in combatting ecological catastrophe, but is a key apparatus supporting the Anthropocene. Education is thus another element of the end of the world. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01