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Table of Contents
Intro
Acknowledgment
Contents
Introduction: Political Education in the Anthropocene: A Metamorphosis to Sustain the Human Adventure
1 Is there Still Time to Educate? The Anthropocene as a Political Challenge to Education
2 Change Nothing or Change Everything?
3 Moving Beyond Education for Sustainable Development
4 Rethinking an Educational Anthropology in the Anthropocene
5 Refounding Educational Cultures and Institutions in the Anthropocene
6 Some Educational Recommendations in the Anthropocene
Pedagogical Approaches, Experiences
References
Part I: Rethinking an Anthropology of Education in the Anthropocene
The Emergence of the Anthropocene, an Astonishing Revelation of the Human Condition?
1 A New Concept with Atypical Origins in Search of Legitimacy
2 The Semantic Scope of the Anthropocene
2.1 An Equivocal Field
2.2 A Paradoxical Field
3 The Anthropocene: Myth or Reality?
3.1 The Search for a GSSP or Global Stratotypic Point
3.2 Different Hypotheses for Dating the Entry into the Anthropocene
4 The Anthropocene as a Mirror of the Human Condition
5 Thought Patterns Struggling to Understand the New World Before Us
6 But, Through the Anthropocene, What Meaning Can We Give to What We Are Experiencing?
References
Martians and Earthlings: What Anthropology for the Anthropocene?
1 Nature Is Disappearing Before Our Eyes
2 At the Risk of Irreversible Disasters
3 A Growing Polarization of Interpretations
3.1 The Headlong Rush as the Only Remedy of Modern Thinking
3.2 The New Horizon of Ecological Thinking
References
Who Is the Subject of the Anthropocene? The Use of Personal Pronouns to Express Degrees of Human Involvement
1 Introduction
1.1 We (Nous)
1.2 One (On/We)
1.3 Nous Versus On
1.4 `Gent ́
2 Conclusion
References
Towards the Anthropocene Via Philosophical Education: Being in the World, Inhabiting, Disappearing
1 Being in the World
1.1 The ``Age of Man?́́ The Problem of Being and Existing as an Introduction to the Anthropocene
1.2 What Does `World ́Mean and What Is the Idea of `Being-In?́
1.3 From the `World ́to the `Planet,́ How to Adapt a Pedagogical Discourse Based on Conceptual Distinctions?
2 Inhabiting
2.1 Finding a Dwelling Place
2.2 Genealogy of a Power Relationship
2.3 Find Something Else! The Data of an Ethical Problem
3 Disappearing
3.1 Disappearance as Humanityś Wish for Itself: The Nihilism of a Humanity Disenchanted with Itself
3.2 Disappearance as a Historical Marker
3.3 Disappearance as the Art of Withdrawal
References
Education for Responsibility in the Anthropocene in the Light of Paul Ricoeur
Acknowledgment
Contents
Introduction: Political Education in the Anthropocene: A Metamorphosis to Sustain the Human Adventure
1 Is there Still Time to Educate? The Anthropocene as a Political Challenge to Education
2 Change Nothing or Change Everything?
3 Moving Beyond Education for Sustainable Development
4 Rethinking an Educational Anthropology in the Anthropocene
5 Refounding Educational Cultures and Institutions in the Anthropocene
6 Some Educational Recommendations in the Anthropocene
Pedagogical Approaches, Experiences
References
Part I: Rethinking an Anthropology of Education in the Anthropocene
The Emergence of the Anthropocene, an Astonishing Revelation of the Human Condition?
1 A New Concept with Atypical Origins in Search of Legitimacy
2 The Semantic Scope of the Anthropocene
2.1 An Equivocal Field
2.2 A Paradoxical Field
3 The Anthropocene: Myth or Reality?
3.1 The Search for a GSSP or Global Stratotypic Point
3.2 Different Hypotheses for Dating the Entry into the Anthropocene
4 The Anthropocene as a Mirror of the Human Condition
5 Thought Patterns Struggling to Understand the New World Before Us
6 But, Through the Anthropocene, What Meaning Can We Give to What We Are Experiencing?
References
Martians and Earthlings: What Anthropology for the Anthropocene?
1 Nature Is Disappearing Before Our Eyes
2 At the Risk of Irreversible Disasters
3 A Growing Polarization of Interpretations
3.1 The Headlong Rush as the Only Remedy of Modern Thinking
3.2 The New Horizon of Ecological Thinking
References
Who Is the Subject of the Anthropocene? The Use of Personal Pronouns to Express Degrees of Human Involvement
1 Introduction
1.1 We (Nous)
1.2 One (On/We)
1.3 Nous Versus On
1.4 `Gent ́
2 Conclusion
References
Towards the Anthropocene Via Philosophical Education: Being in the World, Inhabiting, Disappearing
1 Being in the World
1.1 The ``Age of Man?́́ The Problem of Being and Existing as an Introduction to the Anthropocene
1.2 What Does `World ́Mean and What Is the Idea of `Being-In?́
1.3 From the `World ́to the `Planet,́ How to Adapt a Pedagogical Discourse Based on Conceptual Distinctions?
2 Inhabiting
2.1 Finding a Dwelling Place
2.2 Genealogy of a Power Relationship
2.3 Find Something Else! The Data of an Ethical Problem
3 Disappearing
3.1 Disappearance as Humanityś Wish for Itself: The Nihilism of a Humanity Disenchanted with Itself
3.2 Disappearance as a Historical Marker
3.3 Disappearance as the Art of Withdrawal
References
Education for Responsibility in the Anthropocene in the Light of Paul Ricoeur