Education in the Anthropocene: Epistemology, Methodology and Praxeology

The fourth chapter begins by questioning the epistemological anchoring of education in the Anthropocene in the articulation between a political purpose (learning about the world) and an existential purpose (learning about life) according to the sociocultural contexts and ecosystems in which they take shape. This analysis highlights the problematic relationship of today’s youth in the face of the climate and environmental crises, particularly in what is at stake in anchoring in a territory. One of the points of deepening focuses on the relationships of proximity experienced or not by individuals within different spheres of geopolitical, sociocultural and environmental belonging. This chapter ends with a work of recognition and a critical reflection related to education for sustainable development, to “education in” Socially controversial issues. It questions the way in which we will be able to have curricular tools and aim for a citizen education in line with the Anthropocene. This chapter is composed of three parts: (1) “More than one dwelling in the Kingdom of Reason; (2) Educating for freedom against the dogma of the inevitable course of things; (3) For a citizen education of earthlings in the Anthropocene.