Postcritical knowledge ecology in the Anthropocene

Yoshifumi Nakagawa, Phillip G. Payne

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist commitments in education philosophy, theory and practice. The postcritical knowledge ecology developed here is applied to both a modest and responsible form of methodological inquiry in an ethnographic study of nature experience. Our contextualised experiment adds to the nascent literature of an environmentally oriented education now demanded in the Anthropocene.

Original languageEnglish
Pages (from-to)559-571
Number of pages13
JournalEducational Philosophy and Theory
Volume51
Issue number6
DOIs
Publication statusPublished - 2019

Keywords

  • knowledge ecology
  • modesty
  • postcritical
  • postrepresentation
  • responsibility
  • The Anthropocene

Cite this

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Postcritical knowledge ecology in the Anthropocene. / Nakagawa, Yoshifumi; Payne, Phillip G.

In: Educational Philosophy and Theory, Vol. 51, No. 6, 2019, p. 559-571.

Research output: Contribution to journalArticleResearchpeer-review

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