Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques
Given the scale of global challenges (climate change, collapse of ecosystems, weakening of global food security, migration, etc.), the Earth system sciences are increasingly in demand, as is the concept of the Anthropocene. This proposal for a new geological epoch provides a new way of understanding...
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| Language: | fra |
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Nantes Université
2025-03-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/13407 |
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| author | Nathanaël Wallenhorst |
| author_facet | Nathanaël Wallenhorst |
| author_sort | Nathanaël Wallenhorst |
| collection | DOAJ |
| description | Given the scale of global challenges (climate change, collapse of ecosystems, weakening of global food security, migration, etc.), the Earth system sciences are increasingly in demand, as is the concept of the Anthropocene. This proposal for a new geological epoch provides a new way of understanding how the Earth system works, a new way of interpreting the world (a socio-political space that is hospitable to plurality) and a new way of initiating long-term sustainable transformations through education. Put another way, the Anthropocene is an interpretive framework for reality that enables education to be interpreted through the mediation of biogeophysical knowledge and the ruptures it evokes. The Anthropocene is a powerful challenge to education, bringing with it paradigmatic shifts. Drawing on work on ‘education for’, this article proposes to open up a new field within the sciences of education and training, that of education in the Anthropocene. The aim is to enable the education and training sciences to appropriate the concept of the Anthropocene in its biogeophysical foundations, but also to augment it with the singularities of our disciplinary field. The aim of this contribution is to define the contours of an educational conceptualisation of the Anthropocene that will enable us to think about ‘counter-ruptures’ nourished by the singularity of education, which works to thwart determinisms. The method used is a meta-analysis of the work of recent years, which attempts to renew educational problematisations in the light of the ruptures of this new geological epoch. The results proposed are a reversal of the relationship between the Anthropocene and education, so as to go beyond an educational appropriation of the Anthropocene and enable the education and training sciences to make their contribution to the conceptualisation of the Anthropocene. Indeed, can education not be one of the vehicles for an intellectually honest hope that is equal to the challenges of the Anthropocene in these troubled times? |
| format | Article |
| id | doaj-art-db867ec9ee2a430faadd5b2249254299 |
| institution | OA Journals |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2025-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-db867ec9ee2a430faadd5b22492542992025-08-20T02:32:53ZfraNantes UniversitéRecherches en Éducation1954-30772025-03-015810.4000/13l6hEnjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiquesNathanaël WallenhorstGiven the scale of global challenges (climate change, collapse of ecosystems, weakening of global food security, migration, etc.), the Earth system sciences are increasingly in demand, as is the concept of the Anthropocene. This proposal for a new geological epoch provides a new way of understanding how the Earth system works, a new way of interpreting the world (a socio-political space that is hospitable to plurality) and a new way of initiating long-term sustainable transformations through education. Put another way, the Anthropocene is an interpretive framework for reality that enables education to be interpreted through the mediation of biogeophysical knowledge and the ruptures it evokes. The Anthropocene is a powerful challenge to education, bringing with it paradigmatic shifts. Drawing on work on ‘education for’, this article proposes to open up a new field within the sciences of education and training, that of education in the Anthropocene. The aim is to enable the education and training sciences to appropriate the concept of the Anthropocene in its biogeophysical foundations, but also to augment it with the singularities of our disciplinary field. The aim of this contribution is to define the contours of an educational conceptualisation of the Anthropocene that will enable us to think about ‘counter-ruptures’ nourished by the singularity of education, which works to thwart determinisms. The method used is a meta-analysis of the work of recent years, which attempts to renew educational problematisations in the light of the ruptures of this new geological epoch. The results proposed are a reversal of the relationship between the Anthropocene and education, so as to go beyond an educational appropriation of the Anthropocene and enable the education and training sciences to make their contribution to the conceptualisation of the Anthropocene. Indeed, can education not be one of the vehicles for an intellectually honest hope that is equal to the challenges of the Anthropocene in these troubled times?https://journals.openedition.org/ree/13407sciences (teaching/education/relationship)change and innovationhistory and philosophy of sciences |
| spellingShingle | Nathanaël Wallenhorst Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques Recherches en Éducation sciences (teaching/education/relationship) change and innovation history and philosophy of sciences |
| title | Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques |
| title_full | Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques |
| title_fullStr | Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques |
| title_full_unstemmed | Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques |
| title_short | Enjeux d’une conceptualisation éducative de l’Anthropocène à partir des ruptures biogéophysiques |
| title_sort | enjeux d une conceptualisation educative de l anthropocene a partir des ruptures biogeophysiques |
| topic | sciences (teaching/education/relationship) change and innovation history and philosophy of sciences |
| url | https://journals.openedition.org/ree/13407 |
| work_keys_str_mv | AT nathanaelwallenhorst enjeuxduneconceptualisationeducativedelanthropoceneapartirdesrupturesbiogeophysiques |