| Abstrak/Abstract |
Discourses on the Anthropocene and education offer two intriguing layers of exploration. The emergence of the Anthropocene as an epoch has prompted a fundamental reassessment of humanity’s position on the Earth. Humans claim to play a unique and dominant role as a geological force. This can also be interpreted as a manifestation of species narcissism, which is particularly evident in educational contexts. Previous research endeavours have aimed to tackle the challenges posed by the Anthropocene crisis and the ways that education can contribute to addressing this crisis by safeguarding human survival. Nevertheless, it is crucial to shift the focus of Anthropocene pedagogy. For the most part, the way to think about education is not limited by anthropocentrism as an absolute and massive geo-power. Rather, we should investigate the complexities surrounding multispecies and nonhuman entanglement. This issue, which questions human superiority, is further scrutinised through the lens of posthumanism as an alternative standpoint which shows that humans are always living in uncertain landscapes. Thus, education in the Anthropocene is not merely about experiencing the crisis but also about learning how nonhuman destruction occurs. |
