Education in Times of Polycrisis. Bifurcations, Climatic Antinatalism and New Eco-Pedagogies
Abstract
RESEARCH OBJECTIVE: The article analyzes the challenges facing pedagogy in an era of multiple crises – an accumulation of ecological, demographic, and social crises – and points to alternative educational scenarios in the context of climate antinatalism and posthumanist pedagogy.
THE RESEARCH PROBLEM AND METHODS: How can pedagogy respond to the destabilization of the world system and the crisis of reproduction in the (post)Anthropocene? The analysis is theoretical and based on the literature on the subject (Morin, Wallerstein, Haraway, Colebrook, Paulsen, Beier) and feminist criticism.
THE PROCESS OF ARGUMENTATION: The argumentation begins with a diagnosis of polycrisis and bifurcation theory, followed by a discussion of the concepts of climate antinatalism and their criticism, and selected pedagogical responses are cited: re-wilding education, “embodying the Earth,” networked learning, and “weird pedagogy.”
RESEARCH RESULTS: Traditional pedagogy is losing its justification, and the proposed alternatives are shifting education towards relational, embodied, multispecies, and speculative practices that teach care, shared responsibility, and living with uncertainty.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: It is recommended to abandon the paradigm of control in pedagogy in favor of regenerative and adaptive models that strengthen social resilience in conditions of instability and polycrisis.
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