This book articulates an educational theory as well as a political theory of the Anthropocene. Divided into three sections it addresses educational anthropology, cultures and institutions, and educational recommendations in the Anthropocene. Topics covered in the volume measure the impact of the idea of the Anthropocene on the type of anthropology that underlies education and on a phenomenology of relationship. It links the notion of the Anthropocene with cultures and institutions so as not to 'smooth out' or erase the latter. Finally, it presents proposals and recommendations for educational practices.

The work advocates rethinking education as an essential component in ensuring the sustainability of human life in society - by proposing to go beyond the approach of education for sustainable development or environmental education. The work also brings together empirical contributions in which proposals are elaborated for programs, pedagogical devices and experiments relatingto the preparation of the future in the field of education. This volume is of interest to researchers of the Anthropocene.

Proposes a political education that is radical in nature (from the Latin radix, root) Presents new paradigms and recommendations in the field of education in the contemporary period Questions education from the point of view of unprecedented existential and political questions

Autorentext

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) (Chronique Sociale, 2017) ; L'éducation, entre présence et médiation (Education between presence and mediation) (L'Harmattan, 2017).

Jean-Philippe Pierron is a university professor in philosophy at the Université de Bourgogne. He was the Director of the Doctoral School of Philosophy and is responsible for the Master's degree in Ethics, Ecology and Sustainable Development at this faculty. A specialist in the philosophy of care in the triple dimension of medical, parental and environmental care, he has notably published: Vulnérabilité, Pour une philosophie du soin (PUF, 2012) ; Mythopées, Mythologies de la modernité tardive (Vrin, 2015) ; Où va la famille? (LLL, 2015) ; Paul Ricoeur, Philosopher à son école (Vrin, 2015); La poétique de l'eau, Pour une nouvelle écologie (François Bourin, 2018). His work focuses on the role of imagination and poetics in the field of action.

Christoph Wulf is Professor of Anthropology and Education and a member of the Interdisciplinary Centre for Historical Anthropology, the Collaborative Research Centre (SFB, 1999-2012) "Cultures of Performance," the Cluster of Excellence (2007-2012) "Languages of Emotion," and the Graduate School "InterArts" (2006-2015) at the Freie Universität Berlin. His books have been translated into 20 languages. For his research in anthropology and anthropology of education, he received the title "professor honoris causa" from the University of Bucharest. He is Vice-President of the German Commission for UNESCO.

Inhalt
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.