From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic
| Autor: | Jon D. Erickson, Michael Babcock, Jolyon Larson, Catherine Horner, Ivan Vargas Roncancio, Megan Egler, Rigo Melgar-Melgar, Joshua Sterlin, Emille Boulot, Maya Moore, Tina Beigi, Shaun Sellers, Leah Temper, Nina L. Smolyar, Peter G. Brown |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
010504 meteorology & atmospheric sciences
Higher education research agenda Geography Planning and Development TJ807-830 pluriverse 010501 environmental sciences Management Monitoring Policy and Law TD194-195 ecological economics 01 natural sciences Renewable energy sources Interconnectedness relationality GE1-350 Sociology Axiology interdependence 0105 earth and related environmental sciences Ecological economics Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry Environmental ethics sustainability justice Environmental sciences Ecozoic Pluralism (political theory) Paradigm shift Thriving Sustainability textbooks business |
| Zdroj: | Sustainability Volume 11 Issue 12 Sustainability, Vol 11, Iss 12, p 3312 (2019) |
| ISSN: | 2071-1050 |
| Popis: | Higher education in the global North, and exported elsewhere, is complicit in driving the planet&rsquo s socio-ecological crises by teaching how to most effectively marginalize and plunder Earth and human communities. As students and activists within the academic system, we take a firm stand to arrest this cycle, and to redirect education toward teaching how to create conditions for all life to thrive. In this paper, we articulate a research and education agenda for co-constructing knowledge and wisdom, and propose shifts in the &lsquo ologies from the current, destructive modes to intended regenerative counterparts. We offer to shift from an ontology of separation to that of interconnectedness from an epistemology of domination to that of egalitarian relationship and from an axiology of development to that of plural values for world- and meaning-making. Such paradigm shifts reflect the foundational aspirations of the consilient transdiscipline of ecological economics. We analyze several introductory university textbooks in economics, law, and natural sciences, to demonstrate how destructive &lsquo ologies are taught in North American universities, and how such teaching implicitly undermines critical inquiry and effective challenge. Our strategy for change is to provide a new theoretical framework for education: the regenerative &lsquo ologies of the Ecozoic&rsquo based on biophysicality, embedded relationality, pluralism, and the sustainable well-being of all members in the community of life. |
| Databáze: | OpenAIRE |
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