NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1140193
Record Type: Journal
Publication Date: 2017-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0039-3746
Learning to Live in the Anthropocene: Our Children and Ourselves
Laird, Susan
Studies in Philosophy and Education, v36 n3 p265-282 May 2017
This essay responds to recent philosophical interest in the Anthropocene by asking (Trachtenberg in "Inhabiting the Anthropocene: how we live changes everything," 2016): Can and should educators adopt, form, transmit, teach ways of living to maintain, if not enhance Earth's habitability, especially its habitability for diverse children? This inquiry therefore calls for conceptual study of learning to live through the Anthropocene--with, despite, after, before, amid, among, away from, and against its myriad harms, possible and actual, especially its harms to children. Examining cases of environmental racism in Checker's "Polluted Promises" (2005), and other cases of environmental threats to children's health, in Steingraber's "Raising Elijah" (2011), this study begins by proposing the ecological gap in philosophy of education consequential for children resides within another epistemological gap, variously designated gender gap, love gap, care gap (Martin in "The schoolhome: rethinking schools for changing families." Harvard University Press, Cambridge, 1992; "Education reconfigured: culture, encounter, and change." Routledge, New York, 2011; Warren in "Ecofeminist philosophy: a Western persepctive on what it is and why it matters." Rowman & Littlefield, Lanham, 2000). Ruddick's maternal thinking (1984, 1988) provides a conceptual frame for theorizing three moral aims of learning to live in the Anthropocene that might inform public schooling.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A