Re-imagining Environmental Education in the Age of the Anthropocene: an Ethical Reflection
Abstract The emergence of the Anthropocene concept and its spread in social disciplines within the framework of the ecosocial crisis raises essential questions for education in terms of interactions between human beings and the world. The main thesis of this article is that Education for Sustainable Development is an insufficient focus on the Anthropocene, which helps us understand the planetary limits that exist and where we have to place our educational action. To this end, first, a review of the concept of the Anthropocene is conducted to understand its controversies and implications. This is followed by a review of the origin of the concepts and ideas involved in Environmental Education, especially those related to the idea of sustainable development, pointing out a series of ethical and epistemological problems linked to this paradigm. Subsequently, the question is raised as to what kind of education would be appropriate in this era to confront the ecosocial crisis, and thus, we focus on ethical issues and aspirations for building environmental education in the Anthropocene. On one hand, we explore the concept of post-material well-being as opposed to the notion of welfare. Taking Adela Cortina's theory of cordial reason contextualized in Bruno Latour's principle of symmetry, it seeks to broaden the ethical perspective beyond the human by considering other beings and entities. Finally, a series of notes are offered for a proposal of environmental education that is adequate and committed to the ecosocial crisis and situated in the era of the Anthropocene.
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Callon, M. (1984). Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. The Sociological Review, 32(1_suppl), 196-233. https://doi.org/10.1111/j.1467-954X.1984.tb00113.x
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González-Gaudiano, E. J. (2006). Environmental education: A field in tension or in transition? Environmental Education Research, 12(3-4), 291-300. https://doi.org/10.1080/13504620600799042
Gough, A., & Whitehouse, H. (2020). Challenging amnesias: Re-collecting feminist new materialism/ecofeminism/climate/education. Environmental Education Research, 26(9-10), 1420-1434. https://doi.org/10.1080/13504622.2020.1727858
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
Holm, P., Adamson, J., Huang, H., Kirdan, L., Kitch, S., McCalman, I., Ogude, J., Ronan, M., Scott, D., Thompson, K., Travis, C., & Wehner, K. (2015). Humanities for the Environment—A Manifesto for Research and Action. Humanities, 4(4), 977-992. https://doi.org/10.3390/h4040977
Hooks, B. (2000). Feminism is for everybody: Passionate politics. South End Press.
Ihde, D., & Malafouris, L. (2019). Homo faber Revisited: Postphenomenology and Material Engagement Theory. Philosophy & Technology, 32(2), 195-214. https://doi.org/10.1007/s13347-018-0321-7
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Latour, B. (2022). Nunca fuimos modernos. Ensayos de antropología simétrica. Clave intelectual.
Latour, B., & Zadunaisky, G. (2008). Reensamblar lo social: Una introducción a la teoría del actor-red. Manantial.
Lehtonen, A., Salonen, A. O., & Cantell, H. (2019). Climate Change Education: A New Approach for a World of Wicked Problems. En J. W. Cook (Ed.), Sustainability, Human Well-Being, and the Future of Education (pp. 339-374). Springer International Publishing. https://doi.org/10.1007/978-3-319-78580-6_11
Lovelock, J. E. (1967). Gaia as seen through the atmosphere. Atmospheric Environment, 6(8), 579-580. https://doi.org/10.1016/0004-6981(72)90076-5
Lysgaard, J. A., & Bengtsson, S. (2022). Action Incontinence: Action and Competence in Dark Pedagogy. En Pedagogy in the Anthropocene Re-Wilding Education for a New Earth. Palgrave Studies in Educational Futures. https://doi.org/10.1007/978-3-030-90980-2
Madorrán Ayerra, C. (2023). Necesidades ante la crisis ecosocial: Pensar la vida buena en el Antropoceno. Plaza y Valdés.
Martín-Lucas, J., y Muñoz Rodríguez, J. M. (2023). La (des-re) conexión con la naturaleza y la tecnología como fenómenos educativos. ¿Qué nos hace más humanos? En Á. M. Cámara Estrella, A. Runte-Geidel, D. Amber, y D. Martín, Educación: Encuentros y desencuentros (pp. 178-182). UJA Editorial.
Martínez De Bringas, A. (2023). La política del antropoceno. Hacia un fundamento común de las responsabilidades planetarias. DERECHOS Y LIBERTADES: Revista de Filosofía del Derecho y derechos humanos, 49, 115-152. https://doi.org/10.20318/dyl.2023.7721
Marx, K. (1980). Manuscritos: Economía y filosofía. Alianza Editorial.
Misiaszek, G. W. (2023). Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene. Educational Philosophy and Theory, 55(11), 1253-1267. https://doi.org/10.1080/00131857.2022.2130044
Moore, J. W. (2015). Capitalism in the web of life: Ecology and the accumulation of capital. Verso.
Naciones Unidas (1992). Programa 21 Conferencia de las Naciones Unidas sobre Medio Ambiente y Desarrollo [CNUMAD], Río de Janeiro, Brasil. https://www.un.org/spanish/esa/sustdev/agenda21/index.htm
Nussbaum, M. (2013). Creating Capabilities: The Human Development Approach. The Belknap Press.
Øverland, E. F. (2023). Sustainability and futures, moving beyond «The Natural» and «The Artificial». Futures, 147, 103102. https://doi.org/10.1016/j.futures.2023.103102
Paulsen, M. (2019). Understanding the Anthropocene world – contemporary difficulties. Proceedings of Pragmatic Constructivism, 9(2), 16-21. https://doi.org/10.7146/propracon.v9i2.117568
Paulsen, M., Jagodzinski, J., & M. Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-Wilding Education for a New Earth. Springer International Publishing. https://doi.org/10.1007/978-3-030-90980-2
Priyadharshini, E. (2021). Pedagogies for the Post-Anthropocene: Lessons from Apocalypse, Revolution & Utopia (Vol. 14). Springer Singapore. https://doi.org/10.1007/978-981-16-5788-7
Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin, F. S. I., Lambin, E., Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H. J., Nykvist, B., De Wit, C. A., Hughes, T., Van Der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R., Svedin, U., … Foley, J. (2009). Planetary Boundaries: Exploring the Safe Operating Space for Humanity. Ecology and Society, 14(2), 32. https://doi.org/10.5751/ES-03180-140232
Ruddiman, W. F. (2003). The Anthropogenic Greenhouse Era Began Thousands of Years Ago. Climatic Change, 61(3), 261-293. https://doi.org/10.1023/B:CLIM.0000004577.17928.fa
Saito, K. (2022). La naturaleza contra el capital. El ecosocialismo de Karl Marx. Bellaterra Edicions.
Sánchez Pachón, J. (2015). Adela Cortina: El reto de la ética cordial. Brocar. Cuadernos de Investigación Histórica, 39, 397-422. https://doi.org/10.18172/brocar.2901
Steffen, W., Crutzen, P. J., & McNeill, J. R. (2007). The Anthropocene: Are Humans Now Overwhelming the Great Forces of Nature. AMBIO: A Journal of the Human Environment, 36(8), 614-621. https://doi.org/10.1579/0044-7447(2007)36[614:TAAHNO]2.0.CO;2
Steffen, W., Grinevald, J., Crutzen, P., & McNeill, J. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 369(1938), 842-867. https://doi.org/10.1098/rsta.2010.0327
Stratford, R. (2019). Educational philosophy, ecology and the Anthropocene. Educational Philosophy and Theory, 51(2), 149-152. https://doi.org/10.1080/00131857.2017.1403803
Tafalla, M. (2022). Filosofía ante la crisis ecológica: Una propuesta de convivencia con las demás especies: Decrecimiento, veganismo y rewilding. Plaza y Valdés.
Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461. https://doi.org/10.1080/13504622.2017.1325452
Thoilliez, B., Esteban-Bara, F., & Reyero-García, D. (2022). Manifestaciones, prácticas y responsabilidades éticas, políticas y estéticas: Del amor por las cosas. En Pedagogía de las cosas. Quiebras en la educación de hoy. (pp. 341-376). Octaedro.
Thöresson, S. (2021). The Anthropocene: An Intersectional Critique. Uncovering Narratives and Forming New Subject in a Time of Environmental Change. Linköping University
UNESCO. (1978). Conferencia Intergubernamental sobre Educación Ambiental. Tbilisi (URSS). https://unesdoc.unesco.org/ark:/48223/pf0000032763_spa.locale=es
Valero-Avendaño, M. N. V., & Febres Cordero-Briceño, M. E. (2019). Environmental Education and Education for Sustainability: History, fundamentals and/Educación Ambiental y Educaciòn para la Sostenibilidad: historia, fundamentos y tendencias. REVISTA ENCUENTROS, 17(02). https://doi.org/10.15665/encuent.v17i02.661
Albeda, J. (2018). Repensando el concepto de progreso. En Humanidades ambientales: Pensamiento, arte y relatos para el siglo de la gran prueba (pp. 52-70). Catarata.
Albeda, J., Parreño, J. M., & Marrero Henríquez, J. M. (Eds.) (2018). Humanidades ambientales: Pensamiento, arte y relatos para el siglo de la gran prueba. Catarata.
Arias Maldonado, M. (2018). Antropoceno: La política en la era humana. Penguin Random House.
Beier, J. L., & Jagodzinski, J. (Eds.). (2022). Ahuman Pedagogy: Multidisciplinary Perspectives for Education in the Anthropocene. Springer International Publishing. https://doi.org/10.1007/978-3-030-94720-0
Bonnett, M. (2013). Sustainable development, environmental education, and the significance of being in place. The Curriculum Journal, 24(2), 250-271. https://doi.org/10.1080/09585176.2013.792672
Brundtland, G. (1987). Report of the World Commission on Environment and Development: Our Common Future. United Nations General Assembly. https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf
Callon, M. (1984). Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. The Sociological Review, 32(1_suppl), 196-233. https://doi.org/10.1111/j.1467-954X.1984.tb00113.x
Cohen, J. J., & Duckert, L. (2015). Elemental Ecocriticism. University of Minnesota Press.
Cortina, A. (2007). Ética de la razón cordial. Educar en la ciudadanía. Ediciones Nobel.
Crutzen, P. J. (2002). Geology of mankind: The Anthropocene. Nature, 415(3), 23. https://doi.org/10.1038/415023a
Doyal, L., & Gough, I. (1994). Teoría de las necesidades humanas. Icaria.
Ellis, E. C. (2022). Anthropocene: A Very Short Introduction. Oxford University Press.
Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education. Routledge. https://doi.org/10.4324/9780203849088
González-Gaudiano, E. J. (2006). Environmental education: A field in tension or in transition? Environmental Education Research, 12(3-4), 291-300. https://doi.org/10.1080/13504620600799042
Gough, A., & Whitehouse, H. (2020). Challenging amnesias: Re-collecting feminist new materialism/ecofeminism/climate/education. Environmental Education Research, 26(9-10), 1420-1434. https://doi.org/10.1080/13504622.2020.1727858
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
Holm, P., Adamson, J., Huang, H., Kirdan, L., Kitch, S., McCalman, I., Ogude, J., Ronan, M., Scott, D., Thompson, K., Travis, C., & Wehner, K. (2015). Humanities for the Environment—A Manifesto for Research and Action. Humanities, 4(4), 977-992. https://doi.org/10.3390/h4040977
Hooks, B. (2000). Feminism is for everybody: Passionate politics. South End Press.
Ihde, D., & Malafouris, L. (2019). Homo faber Revisited: Postphenomenology and Material Engagement Theory. Philosophy & Technology, 32(2), 195-214. https://doi.org/10.1007/s13347-018-0321-7
Lange, J. M., & Kebaïli, S. (2019). Penser l’éducation au temps de l’anthropocène: Conditions de possibilités d’une culture de l’engagement. Éducation et socialisation, 51. https://doi.org/10.4000/edso.5674
Latour, B. (2012). Esperando a Gaia. Componer el mundo común mediante las artes y la política. [Conferencia pronunciada en el French Institute de Londres en noviembre de 2011]. Cuadernos de Otra Parte: Revista de letras y artes, 26, 67-76. http://www.bruno-latour.fr/sites/default/files/downloads/124-GAIA-SPEAP-SPANISHpdf.pdf
Latour, B. (2019). Cara a cara con el planeta: Una nueva mirada sobre el cambio climático alejada de las posiciones apocalípticas. Siglo Veintiuno Editores.
Latour, B. (2022). Nunca fuimos modernos. Ensayos de antropología simétrica. Clave intelectual.
Latour, B., & Zadunaisky, G. (2008). Reensamblar lo social: Una introducción a la teoría del actor-red. Manantial.
Lehtonen, A., Salonen, A. O., & Cantell, H. (2019). Climate Change Education: A New Approach for a World of Wicked Problems. En J. W. Cook (Ed.), Sustainability, Human Well-Being, and the Future of Education (pp. 339-374). Springer International Publishing. https://doi.org/10.1007/978-3-319-78580-6_11
Lovelock, J. E. (1967). Gaia as seen through the atmosphere. Atmospheric Environment, 6(8), 579-580. https://doi.org/10.1016/0004-6981(72)90076-5
Lysgaard, J. A., & Bengtsson, S. (2022). Action Incontinence: Action and Competence in Dark Pedagogy. En Pedagogy in the Anthropocene Re-Wilding Education for a New Earth. Palgrave Studies in Educational Futures. https://doi.org/10.1007/978-3-030-90980-2
Madorrán Ayerra, C. (2023). Necesidades ante la crisis ecosocial: Pensar la vida buena en el Antropoceno. Plaza y Valdés.
Martín-Lucas, J., y Muñoz Rodríguez, J. M. (2023). La (des-re) conexión con la naturaleza y la tecnología como fenómenos educativos. ¿Qué nos hace más humanos? En Á. M. Cámara Estrella, A. Runte-Geidel, D. Amber, y D. Martín, Educación: Encuentros y desencuentros (pp. 178-182). UJA Editorial.
Martínez De Bringas, A. (2023). La política del antropoceno. Hacia un fundamento común de las responsabilidades planetarias. DERECHOS Y LIBERTADES: Revista de Filosofía del Derecho y derechos humanos, 49, 115-152. https://doi.org/10.20318/dyl.2023.7721
Marx, K. (1980). Manuscritos: Economía y filosofía. Alianza Editorial.
Misiaszek, G. W. (2023). Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene. Educational Philosophy and Theory, 55(11), 1253-1267. https://doi.org/10.1080/00131857.2022.2130044
Moore, J. W. (2015). Capitalism in the web of life: Ecology and the accumulation of capital. Verso.
Naciones Unidas (1992). Programa 21 Conferencia de las Naciones Unidas sobre Medio Ambiente y Desarrollo [CNUMAD], Río de Janeiro, Brasil. https://www.un.org/spanish/esa/sustdev/agenda21/index.htm
Nussbaum, M. (2013). Creating Capabilities: The Human Development Approach. The Belknap Press.
Øverland, E. F. (2023). Sustainability and futures, moving beyond «The Natural» and «The Artificial». Futures, 147, 103102. https://doi.org/10.1016/j.futures.2023.103102
Paulsen, M. (2019). Understanding the Anthropocene world – contemporary difficulties. Proceedings of Pragmatic Constructivism, 9(2), 16-21. https://doi.org/10.7146/propracon.v9i2.117568
Paulsen, M., Jagodzinski, J., & M. Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-Wilding Education for a New Earth. Springer International Publishing. https://doi.org/10.1007/978-3-030-90980-2
Priyadharshini, E. (2021). Pedagogies for the Post-Anthropocene: Lessons from Apocalypse, Revolution & Utopia (Vol. 14). Springer Singapore. https://doi.org/10.1007/978-981-16-5788-7
Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin, F. S. I., Lambin, E., Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H. J., Nykvist, B., De Wit, C. A., Hughes, T., Van Der Leeuw, S., Rodhe, H., Sörlin, S., Snyder, P. K., Costanza, R., Svedin, U., … Foley, J. (2009). Planetary Boundaries: Exploring the Safe Operating Space for Humanity. Ecology and Society, 14(2), 32. https://doi.org/10.5751/ES-03180-140232
Ruddiman, W. F. (2003). The Anthropogenic Greenhouse Era Began Thousands of Years Ago. Climatic Change, 61(3), 261-293. https://doi.org/10.1023/B:CLIM.0000004577.17928.fa
Saito, K. (2022). La naturaleza contra el capital. El ecosocialismo de Karl Marx. Bellaterra Edicions.
Sánchez Pachón, J. (2015). Adela Cortina: El reto de la ética cordial. Brocar. Cuadernos de Investigación Histórica, 39, 397-422. https://doi.org/10.18172/brocar.2901
Steffen, W., Crutzen, P. J., & McNeill, J. R. (2007). The Anthropocene: Are Humans Now Overwhelming the Great Forces of Nature. AMBIO: A Journal of the Human Environment, 36(8), 614-621. https://doi.org/10.1579/0044-7447(2007)36[614:TAAHNO]2.0.CO;2
Steffen, W., Grinevald, J., Crutzen, P., & McNeill, J. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 369(1938), 842-867. https://doi.org/10.1098/rsta.2010.0327
Stratford, R. (2019). Educational philosophy, ecology and the Anthropocene. Educational Philosophy and Theory, 51(2), 149-152. https://doi.org/10.1080/00131857.2017.1403803
Tafalla, M. (2022). Filosofía ante la crisis ecológica: Una propuesta de convivencia con las demás especies: Decrecimiento, veganismo y rewilding. Plaza y Valdés.
Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461. https://doi.org/10.1080/13504622.2017.1325452
Thoilliez, B., Esteban-Bara, F., & Reyero-García, D. (2022). Manifestaciones, prácticas y responsabilidades éticas, políticas y estéticas: Del amor por las cosas. En Pedagogía de las cosas. Quiebras en la educación de hoy. (pp. 341-376). Octaedro.
Thöresson, S. (2021). The Anthropocene: An Intersectional Critique. Uncovering Narratives and Forming New Subject in a Time of Environmental Change. Linköping University
UNESCO. (1978). Conferencia Intergubernamental sobre Educación Ambiental. Tbilisi (URSS). https://unesdoc.unesco.org/ark:/48223/pf0000032763_spa.locale=es
Valero-Avendaño, M. N. V., & Febres Cordero-Briceño, M. E. (2019). Environmental Education and Education for Sustainability: History, fundamentals and/Educación Ambiental y Educaciòn para la Sostenibilidad: historia, fundamentos y tendencias. REVISTA ENCUENTROS, 17(02). https://doi.org/10.15665/encuent.v17i02.661
Díaz-Romanillos, E. (2024). Re-imagining Environmental Education in the Age of the Anthropocene: an Ethical Reflection. Teoría De La Educación. Revista Interuniversitaria, 36(2), 59–78. https://doi.org/10.14201/teri.31794
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