Anthropocene, Technocene and the Problem of Philosophy of Education

• Autor(a) principal: Dědečková, Eva
• Data de Publicação: 2022
• Outros Autores: Charlesworth, Simon J.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.21814/anthropocenica.4000
• topic: Artigos

The term Anthropocene began to appear more often in scientific discourse more than 20 years ago. It was an attempt to come closer to understanding the depth and seriousness of the impact of man and his activities on the planet Earth, with the intention in the future to mitigate these effects and prevent a possible globally catastrophic environmental collapse, which might involve the collapse of civilization itself. However, to date, our approach to the world has hardly changed at all. After the pandemic comes the threat of a world conflict, a nuclear war. Since our scientific wisdom seems powerless, even the most obvious and frightening scientific knowledge cannot somehow change the course of global society, we want to think about this situation from the perspective of the cosmological philosophy of education. We want to think about this situation from the perspective of the cosmological philosophy of education. Its central motive is the philosophical disclosure of the original ontological ground of our humanity, which is the world, the cosmos. This is a direct confrontation with the hitherto prevailing “market education”, which serves to maintain and consolidate the power schemes of capital policy.