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Rather than educating the youth about the Anthropocene, educators must conceive their task as educating in the Anthropocene (Wallenhorst N, Pierron JP (eds) Éduquer en anthropocène. Editions au bord de l’eau, 2019). As such, education cannot only be conceived as an existential issue of striving for living well and at peace in conflictual multicultural societies; rather, it must be radically transformed as climate change represents an ultimate existential threat concerning the future survival of (non)-humankind (Bonneuil C, La société qui vient, pp 37–54, 2022; Sæverot H (ed), Meeting the challenges of existential threats through education innovation: a proposal for an expanded curriculum. Routledge, 2022). The gravity of this question often leaves pedagogues empty-handed: where to begin and where to go; what to hope for in the Anthropocene era (Straume I, Constellations 27(3):540–552, 2019)?

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Educating in the Anthropocene: “Doing Community with Trees”

  • 章节

  • 发表日期：

    2025年

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  • Frédérique Brossard Børhaug,
  • Claire Meunier Kjetland

摘要

Rather than educating the youth about the Anthropocene, educators must conceive their task as educating in the Anthropocene (Wallenhorst N, Pierron JP (eds) Éduquer en anthropocène. Editions au bord de l’eau, 2019). As such, education cannot only be conceived as an existential issue of striving for living well and at peace in conflictual multicultural societies; rather, it must be radically transformed as climate change represents an ultimate existential threat concerning the future survival of (non)-humankind (Bonneuil C, La société qui vient, pp 37–54, 2022; Sæverot H (ed), Meeting the challenges of existential threats through education innovation: a proposal for an expanded curriculum. Routledge, 2022). The gravity of this question often leaves pedagogues empty-handed: where to begin and where to go; what to hope for in the Anthropocene era (Straume I, Constellations 27(3):540–552, 2019)?