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This Handbook is a collection of contributions of more than 300 researchers who have worked to grasp the Anthropocene, this new geological epoch characterised by a modification of the conditions of habitability of the Earth for all living things, in its biogeophysical and socio-political reality. These researchers also sought to define a historical and prospective anthropology that integrates social, economic, cultural and political issues as well as, of course, environmental ones. What are the anthropological changes needed to ensure that our human adventure will be able to continue in the Anthropocene? And what are the educational and political issues involved? Anthropocene is fast becoming a widely-used term, but thus far, there been no reference work explaining the thoughts of the greatest experts of the present day on this subject (at the intersection of biogeophysical and socio-political knowledge). A scientific and political concept (but which is also the conceptual vehicle for conveying the scientific community's sense of concern), this complex term is explained by international experts as they reflect on scientific arguments taking place in earth system science, the social sciences and the humanities. What these researchers from different disciplines have in common is a healthy concern for the future and how to prepare for it in the Anthropocene and also the identification of possible anthropological changes. This Handbook encourages readers to immerse themselves in reflections on the human adventure through descriptions of our differing heritages and the future that is in the process of being written.
"This book presents a philosophical journey into the Anthropocene that views this geological epoch as the potential métarécit of our age and the planetary framework within which technology becomes the environment for human life. The appropriate name for this epochal phenomenon is, as a result, not Anthropocene, but Technocene"--
This volume, which is rooted in biogeophysical studies, addresses conceptions of political action in the Anthropocene and the tension between a desire to accomplish the Promethean project of modernity and a post-Promethean approach. This work explores the idea of ​​an anthropological mutation of political consolidation from a “post-Promethean togetherness”, to creating the capacity to act together. The political thinking of the human condition developed by Hannah Arendt is important here as a resource for thinking about humanity in terms of human adventure. This has three dimensions: hubris, the world and coexistence referring respectively to the logic of profit of the homo oeconomicus, the logic of responsibility of the homo collectivus and the logic of the hospitality of the homo religatus. The intellectual and political attitude outlined in this book is an extension of critical theory: the work also puts forward a critique of what poses a problem in our relationship to the world and suggests how to overcome it, the ultimate goal being social transformation. The author propose an uprising and an anthropological consolidation of politics based on the revitalization that is brought about by the sharing of a conviviality both between humans and with what is non-human. The identification of conviviality as an educational paradigm to survive the Anthropocene gives us the much needed reason for hope despite this heritage of the Anthropocene. In addition to Arendtian thinking, this critical theory for the Anthropocene draws on the political thinking of several contemporary authors including Maurice Bellet, Hartmut Rosa, Andreas Weber, Dominique Bourg, and Christian Arnsperger. This volume is of interest to researchers in the Anthropocene.
Money and market prices obscure an unequal global exchange of resources, which is a prerequisite to what we perceive as technological progress.
The Anthropocene refers to all societies’ current era of environmental challenges. For the social sciences, the Anthropocene represents a historical “moment” with huge potential: it offers people new ways of considering the human condition, as well as how they interact with the rest of the living world and with the planet on all levels. At the turn of the 21st century, the idea of the Anthropocene burst onto the older, diverse and varied scene of risk studies. This “new geological era”, which is entirely created by humanity, went on to revive our understanding of environmental issues, as well as the analysis of the social and political problems that constitute risk situations. Drawing together contributions from specialists in social sciences concerning risks and the environment, Risks and the Anthropocene explores the advantages that the idea of the Anthropocene can offer in understanding risks and their management, as well as the limitations it presents.
This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector.
This timely Handbook offers a comprehensive outlook on global environmental politics, providing readers with an up-to-date view of a field of ever increasing academic and public significance. Its critical perspective interrogates what is taken for granted in current institutions and social and power relations, highlighting the issues preventing meaningful change in the relationship between human societies and their biophysical underpinnings. This title contains one or more Open Access chapters.
This book offers the first critical, multi-disciplinary study of how the concepts of resilience and the Anthropocene have combined to shape contemporary thought and governmental practice. Faced with the climate catastrophe of the Anthropocene, theorists and policymakers are increasingly turning to ‘sustainable’, ‘creative’ and ‘bottom-up’ imaginaries of governance. The book brings together cutting-edge insights from leading geographers, international relations scholars and philosophers to explore how the concepts of resilience and the Anthropocene challenge and transform prevailing understandings of Earth, space, time and knowledge, and how these transformations reshape governance, ethics and critique today. This book examines how the Anthropocene calls into question established categories through which modern societies have tended to make sense of the world and engage in critical reflection and analysis. It also considers how resilience approaches attempt to re-stabilize these categories – and the ethical and political effects that result from these resilience-based efforts. Offering innovative insights into the problem of how environmental change is known and governed in the Anthropocene, this book will be of interest to students in fields such as geography, international relations, anthropology, science and technology studies, sociology, and the environmental humanities.
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 relating to the preparation of the future in the field of education. This volume is of interest to researchers of the Anthropocene.