The State of Play

In this closing section (Chaps. 13 and 14 ) I reiterate yet another version of my own attempt to imagine an ‘adequate’ education-pedagogy for the post-Anthropocene, but once more very obliquely. I have worked through previous attempts as to what I call a ‘pedagogy of in|difference’ and this is yet another attempt to make education’s apparition appear, or at the very least to point to its possible appearance. The central concern, as a first generalization, in this remaining section is the concept of anorganic life that Deleuze and Guattari evoke but do not fully articulate. I take this concept to be cosmological in its scope, addressing the forces of the Earth that we engage with at quantum levels with the proviso that the planet is indifferent to our existence. I articulate the polysemous meaning of an immanent in|different pedagogy to address the post-Anthropocene problematic through its two superimposed paradoxical terms: difference and indifference along Deleuze and Guattarian lines.