Political Education in the Anthropocene

Introduction.- Part One: Rethinking an anthropology of education in the Anthropocene.- Chapter 1. The emergence of the Anthropocene: revealing the human condition.- Chapter 2. What anthropology is appropriate for the Anthropocene?.- Chapter 3. Who is the subject of the Anthropocene? The use of personal pronouns to express the self as being human.- Chapter 4. Towards the Anthropocene via philosophical education: being in the world, inhabiting, disappearing.- Chapter 5. Education for taking responsibility in the Anthropocene in the light of Paul Ricoeur.- Chapter 6. Environmental issues reflected in the Anthropocene: political trends and educational heterotopia.- Part Two: Reforming educational cultures and institutions in the Anthropocene.- Chapter 7. The Anthropocene - From Critique to Action: Observations on a Strategy for Sustainability.- Chapter 8. Understanding the Anthropocene as an interpretative framework for educating.- Chapter 9. Educational policies, lasting developmentand the Anthropocene: visions, limitations and opportunities.- Chapter 10. Education and indigeneity.- Chapter 11. Transformation in the age of the Anthropocene: mimesis, rituals, gestures.- Chapter 12. What kind of citizenship in the Anthropocene?.- Chapter 13. Is educating already fighting?.- Part Three: Some educational recommendations in the Anthropocene - pedagogical approaches, experiments.- Chapter 14. Ecological transition and education in odyssey.- Chapter 15. Educating for a sense of limits and limitlessness in the Anthropocene.- Chapter 16. Learning to survive in the Anthropocene.- Chapter 17. Critique, utopia and resistance: three functions of a pedagogy of resonance in the Anthropocene.- Chapter 18. The role of science education in the Anthropocene.- Chapter 19. Ecology and education: the example of ecotopias.- Chapter 20. Radical and accepted advanced education: the growing experience of the Campus of Transition.

Nathanaël Wallenhorst is Professor and Dean of the Faculty of Education at the Catholic University of the West (UCO). He is Doctor of Educational Sciences and Doktor der Philosophie (first international co-supervision PhD), and Doctor of Environmental Sciences and Doctor in Political Science (second international co-supervision PhD). He is the author of twenty books on politics, education, and anthropology in the Anthropocene. He is the leading contributor of the collections "Anthropocene - Humanities and Social sciences" (with Prof Christoph Wulf). Latest's books : A critical theory for the Anthropocene (Springer, 2023), Handbook of the Anthropocene (Eds, with Christoph Wulf, Springer, 2023).  

 

Renaud Hétier is professor at UCO (Angers), associate member of LISEC UR 2310 (University of Haute Alsace) and scientific collaborator at CREN, EA 2661 (Nantes). Former professor of the Écoles, a former lecturer, he has a doctoratein educational science from the University of Lyon 2 and is director of research at the University of Nantes. 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. He is well known as author of the French works La liberté à corps perdu. Retomber sur Terre (Throwing ourselves into freedom. Falling back to Earth) (Le Pommier, 2022); L'humanité contre l'Anthropocène. Résister aux effondrements (Humanity versus the Anthropocene. Resisting collapse) (PUF, 2021); Cultiver l'attention et le care en éducation. À la source des contes merveilleux (Cultivating attention and care in education. Through enchanting tales) (PURH, 2020); Créer un espace éducatif avec les contes merveilleux ou comment penser le conflit (Creating an educatiional space with enchanting tales or how to think about conflict)