| Title |
Education as performative contradiction: limits (and possibilities) of subjectification in the Anthropocene / |
| Translation of Title |
Ugdymas kaip performatyvi prieštara: subjektyvumo ribotumai (ir galimybės) Antropocene. |
| Authors |
Pocius, Audrius |
| DOI |
10.15388/ActPaed.2024.53.4 |
| Full Text |
|
| Is Part of |
Acta Paedagogica Vilnensia.. Vilnius : Vilniaus universiteto leidykla. 2024, vol. 53, p. 42-56.. ISSN 1392-5016. eISSN 1648-665X |
| Keywords [eng] |
education ; ontological insecurity ; environmental and sustainable education ; performative contradiction ; subjectification |
| Abstract [eng] |
An environmentally reoriented educational policy is oftentimes regarded as the premier locus for a societal response to the climate crisis. As observed by Gough (2021), a general belief shared among both policy makers and academics is a consensus that education needs to be perceived less as an instrument for securing sociocultural reproduction and transmission of existing knowledge and more as a catalyst for social and cultural change. The aim of this article is a critical investigation into possibilities and obstacles for education to achieve such change, given the condition of ‘ontological insecurity’ (Hamilton, 2017) that the Anthropocene implies. It is divided into three parts: 1) following Chakrabarty, I identify the politico-aesthetic challenges posed by anthropogenic climate change and formulate their relevance as an educational ordeal; 2) I enquire about the challenges and possibilities for environmental education to foster societal change and conclude that, while a general policy change toward sustainable education may be insufficient, education remains a premier site where negotiations could take place between the deep-seated beliefs about subjectivity and an open anticipation of unforeseen modes of agency; 3) after providing a comparative analysis of classical humanist Bildung and post-humanist accounts of subjectification in education, I conclude that these approaches constitute a performative contradiction, which allows the experiential challenges of the Anthropocene to be approached in terms of a reimagined aesthetic education thematized as a critique of (human) capacity. |
| Published |
Vilnius : Vilniaus universiteto leidykla |
| Type |
Journal article |
| Language |
English |
| Publication date |
2024 |
| CC license |
|
