Penser la responsabilité éducative en anthropocène : le questionnement de Jonas
What means to educate in the context of anthropocene and its predicted catastrophes (climate change, extinction of species, various pollution, etc.)? Educational policies hesitate between instilling good practices necessary for survival and teaching the knowledge of the anthropocene. These hesitatio...
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Article ou chapitre numérique |
| Lingua: | Français |
| Pubblicazione: |
2025
|
| Soggetti: | |
| Accesso online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Riassunto: | What means to educate in the context of anthropocene and its predicted catastrophes (climate change, extinction of species, various pollution, etc.)? Educational policies hesitate between instilling good practices necessary for survival and teaching the knowledge of the anthropocene. These hesitations were already those of Hans Jonas in The Principle Responsibility (1979). By basing the idea of responsibility in the parental experience, Jonas exposed himself to paternalism, both in politics and in education. But by redefining his morality by an articulation of duty and knowledge, and by rigorously distinguishing the aim of survival and the aim of dignity, he provides us, paradoxically, with openings for a pedagogy of responsibility, centered on the elucidation of the problems of the Anthropocene and the evaluation of the solutions that we claim to find for them. |
|---|