A critical theory for the Anthropocene:
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| Sprache: | English |
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Cham, Switzerland
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[2023]
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| Schriftenreihe: | Anthropocene - Humanities and social sciences
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| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xvii, 462 Seiten |
| ISBN: | 9783031377372 |
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| 245 | 1 | 0 | |a A critical theory for the Anthropocene |c Nathanaël Wallenhorst |
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Datensatz im Suchindex
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Contents 1 Foundations of a Critical Theory for the Anthropocene. 1.1 1.2 1.3 Between Prometheism and Post-prometheism (Polemic Function). 1.1.1 The Anthropocene at the Heart of the War of Ideas at the Beginning of the Twenty-First Century. 1.1.2 The Error of Promethean Anthropology in Terms of Modernity. 1.1.3 Is Man Really ‘by Nature a Political Animal’ ?. 1.1.4 A Problematic Political Anthropology. 1.1.5 Hannah Arendt (1906-1975) and Critical Theory. 1.1.6 Note on the Aim of Critical Theory as Seen by Hartmut Rosa. 1.1.7 Note on the Relationship of Critical Theory to Karl Marx’s Thinking. Linking Land, Politics and Education to Prepare for the Future (Inventive Function). 1.2.1 Preparing for the Future. 1.2.2 Forgetting the Earth in Politics. 1.2.3 The Ecological Thinking of the Environmental Humanities: A Support in a Critical Theory for the Anthropocene. 1.2.4 Can We Be Assimilated to Our Capacity for Instrumental and Calculating Reason?. 1.2.5 What Paradigm Is Necessary for
Education in the Anthropocene?. Conviviality as a Paradigm for Political Education (Creative Function). 1.3.1 Multidisciplinary and Interdisciplinary Work. 1.3.2 A Political Stance of Uprising and Consolidation. 1.3.3 A Work of Convivialist Anthropology. 1.3.4 Political Education in the Anthropocene. 1 7 7 11 13 15 17 21 23 24 24 26 28 31 33 36 36 37 39 41 ix
Contents X Criticism, Resistance and Utopia. A Work of Critical Theory with Proximity to the Work of the Rennes School of Political Science . 1.4 The Proposed Way Forward. 1.4.1 Politics in the Anthropocene. 1.4.2 A Consolidation of Politics Requiring an Anthropological Shift. 1.4.3 Conviviality as a Paradigm of Political Education. Bibliographical References. 1.3.5 1.3.6 Part I 2 3 4 42 43 45 45 47 51 53 The Tensions of Politics in the Anthropocene Introduction to the Anthropocene. 2.1 Towards a New Geological Epoch. 2.2 History of the Concept of the Anthropocene. 2.2.1 Publication of the Concept by Paul Crutzen in 2000. 2.2.2 The Idea of Humanity as a Geological Force in the Nineteenth Century. 66 2.2.3 Vladimir Vernadsky’s Biosphere and Noosphere at the Beginning of the Twentieth Century. 69 2.2.4 From the Gaia Hypothesis to the Emergence of Earth System Sciences. 71 2.3 The ‘Anthropocene Working Group’ for Recognition on the Geologic Time Scale. 72 Bibliographical
References. 63 63 65 65 76 The Notion of Planetary Boundaries. 3.1 A Safe Space for Humanity to Act. 3.1.1 Threshold Effect and Tipping Point. 3.1.2 Planetary Boundaries and SystemicRisk. 3.2 The Nine Planetary Boundaries. 3.2.1 Climate Change. 3.2.2 Biodiversity Destruction and Extinction of Living Species. 3.2.3 Biogeochemical Cycles. 3.2.4 Ocean Acidification. 3.2.5 Introduction of Novel Entities. 3.2.6 Freshwater Use, Stratospheric OzoneDepletion, Atmospheric Aerosol Loading, and Land-System Change. 3.3 The Notion of the ‘Great Acceleration’. Bibliographical References. 90 91 93 The Political Ambiguities Surrounding the Anthropocene. 4.1 Political Ignorance of the Anthropocene Narrative. 4.1.1 An Undifferentiated Anthropos. 97 98 98
79 80 80 81 83 83 86 87 89 89
Contents xi 4.1.2 4.1.3 The Naturalist Discourse. The Discourse on a Blinkered Human Species Finally Enlightened by Science. 102 4.2 The Anthropocene as a Political and Engaged Concept. 4.2.1 The Anthropocene as a Political Concept. 4.2.2 The Political Question of the Date of Entry into the Anthropocene. 4.2.3 The Political Irrelevance of the Anthropocene. 4.2.4 The Anthropocene: An Engaged Concept. Bibliographical References. 5 Conceptions of Political Action in the Anthropocene: Between Prometheism and Post-Prometheism. Political Ecologies. Promethean and Techno-Scientific Politics. 5.2.1 A‘Good Anthropocene’. 5.2.2 Planetary Stewardship Through Geoengineering. 5.3 Post-Promethean Policies and Changing Lifestyles. 5.3.1 The Long Term and Sustainability. 5.3.2 Political Responsibility for Preparing for the Future. 5.3.3 Towards Post-Capitalist Social Democracy?. 5.3.4 Earth System Governance and Long-Term Governance. 133 Bibliographical
References. 5.1 5.2 6 Integration of the Anthropocene into the Citizen Debate. 6.1 6.2 6.3 A Productivist and Growth-Oriented Alternative to Neoliberalism: The Manifesto of the Appalled Economists (2010) and the New Manifesto of the Appalled Economists (2015). 143 6.1.1 The Lack of Ecological Thinking in the 2010 Manifesto. 6.1.2 The Ambivalent Ecological Thinking of the 2015 Manifesto. 145 Speed in Politics from the Manifesto for an Accelerationist Politics (2013). 146 6.2.1 Srnicek and Williams’ Accelerationist Thesis. 6.2.2 Post-Capitalism as a Collective Glimmer of Hope. 6.2.3 A Resolutely Promethean Politics. 6.2.4 Categorical (Possibly Violent) and Insufficiently Radical Thinking. The Ecological Prometheism of the Ecomodernist Manifesto (2015). 153 6.3.1 Growth-Oriented Ecology. 6.3.2 Faith in Technology asthe Dominant Rationality. 101 103 103 105 107 Ill 113 117 117 121 121 122 128 128 129 132 137 141 143 146 150 151 152 154
155
Contents xii The Uncontrollable Vitality of the Manifestfür das Anthropozän (2015). 156 6.5 Peer-to-Peer Digital Technology as a Medium for Developing a New Relational Style (The Commons Manifesto, 2018). 6.5.1 An Understanding of Technology as a Relational Style . 6.5.2 The Commons: A Type of Production That Differs from Capitalism. . 6.5.3 Commons-Based Peer Production (CBPP). 6.5.4 Towards a New Type of Civilisation?. 6.6 The Recognition of Animals as Political Subjects: The Animalist Manifesto (2017). 164 6.6.1 Politicising the Animal Cause. 6.6.2 Animals are Political Subjects. 6.7 The Manifesto for Climate Justice's Call for Political and Legal Action (2019). . 168 6.7.1 A Call to Resist. 6.7.2 A Fight Against Productivism and Financial hybris. 6.7.3 A Challenge to Teachers. 6.8 The Thunderous Entry of the Anthropocene Into Politics with Integral Ecology - The Manifesto (2019). 171 6.8.1 Policy Overhaul. 6.8.2 The Triumph of Alternative
Lifestyles. 6.9 Conviviality as the Political Foundation of the Convivialist Manifesto (2013). 174 6.9.1 The Federation of Alternative Thoughts. 6.9.2 Togetherness and the Sharing of Freedoms. 6.9.3 Dealing with hybris - The Mother of All Threats. 6.9.4 Four Principles at the Root of Politics for the Contemporary Period. Bibliographical References. 6.4 158 159 161 162 163 165 167 169 170 171 172 173 174 175 176 177 178 Part II A Consolidation of Policy Requiring an Anthropological Shift 7 The Idea of an Anthropological Shift. 7.1 The Integration of the Anthropocene Into the Citizen Debate and the Question of an Anthropological Shift. 185 7.1.1 Manifestos That Do Not Target Anthropological Change: The Manifesto of the Appalled Economists, the New Manifesto of the Appalled Economists and the Ecomodernist Manifesto. 7.1.2 The Promethean Acceleration of the Accelerationist Manifesto. 7.1.3 Anthropological and Political Implications of the Primacy of Life in the Anthropocene Manifesto. 183 185 185 188
Contents xiii 7.1.4 Digital Technology as a Means of Non-transhumanist Anthropological Evolution as Proposed by the Commons Manifesto. 190 7.1.5 A Profound Transformation Through Shared Feeling, as Proposed in the Animalist Manifesto. 191 7.1.6 The Invention of a ‘Different We’ in the Manifesto for Climate Justice. 7.1.7 Ecofeminism as a Pillar for the Anthropological Shift Proposed in the Integral Ecology Manifesto. 7.1.8 From the Satisfaction of Needs to the Pursuit of Desires (Convivialist Manifesto). 193 7.2 Comparative Reading of the Anthropological Conceptions of These Nine Manifestos. 194 7.2.1 The Advent of Post-Promethean Social Spaces. 7.2.2 Relationships at the Heart of Politics (and of a Politics of Life). 7.2.3 The Radically of an Anthropology of Immersion in Nature. 198 7.2.4 Convivialist Radically. 7.3 An Earthling Anthropology. 7.3.1 A Move Towards Surviving an Anthropological Crisis. 204 Bibliographical References. 8 192 193 194 196 199 201 205 Weathering the Storm of the Contemporary
Anthropological krisis. 207 8.1 Thinking About a Humanity in Motion with MauriceBellet. 209 8.1.1 Some Biographical Details. 209 8.1.2 General Presentation of Maurice Beliefs Work. 210 8.1.3 Maurice Beliefs Manifesto for an Anthropological Shift: Incipit, ou, le Commencement (1992). 211 8.1.4 Experiencing Humanity as an Adventure. 213 8.1.5 Thinking About Politics from the Perspective of a ‘Between-Us’. 216 8.2 Krisis and Criticism. 216 8.2.1 Krisis. 216 8.2.2 Ethics of Resistanceand Critique of Technology. 218 8.3 Anthropological Plasticity. 220 8.3.1 The Idea of Humanity in Maurice Beliefs Thinking. 220 8.3.2 From a Real Man to a Possible Man. 222 8.4 Anthropological Change. 223 8.4.1 Dealing with the Threat. 223 8.4.2 From Humanity Under Threat to the Rebirth of Humanity. 225 8.4.3 Towards an Alteration of the Desire of homo
oeconomicus. 228
Contents xiv Action. 8.5.1 Thinking of Action from the Perspective of Revolution. 230 8.5.2 The Existential Foundations of Action. Bibliographical References. 8.5 9 231 232 From the (Augmented) Individual to a Post-Promethean ‘Between-Us’. 235 Transhumanism in Questions. 9.1.1 Some Technological Developments in the Contemporary Period. 236 9.1.2 Transhumanism as the Absence of Politics. 9.2 The Fulfilment of the Promethean Goal of Modernity. 9.2,1 The Promethean Individual. 9.2.2 Towards the Disappearance of the World. 9.2.3 An Absence of the Other. 9.3 The Cyborg manifesto (1985) by Donna Haraway as a Counterpoint. 247 9.3.1 Technosciences as Political Provocation and Expansion of the Field of Thought. 249 9.3.2 The Cyborg Myth and the Question of Limits. 9.3.3 A Political Anthropology Beyond Dualisms and Domination.
9.4 To Augment or to Educate?. 9.5 Educating for Post-Promethean Interleaving. 9.5.1 From Prometheus to Soteria, Aidos or Epimetheus. Bibliographical References. 9.1 10 230 10.2 10.3 10.4 10.5 238 241 241 244 245 251 252 254 257 258 259 263 The Three Dimensions of the Human Adventure: hybris, the World and Coexistence. 268 10.1.1 Human Nature, Human Condition or Human Adventure?. 268 10.1.2 Anthropocenic Criticism of Arendtian Anthropology . 271 10.1.3 The Biosphere as an Anthrome, an Agora, and A Milieu. 275 10.1.4 Homo Oeconomicus, Homo Collectivus and Homo . 276 Hybris·. The Profit-Driven Logic of homo oeconomicus. 278 World: The Responsibility-Driven Logic of homo collectivus . 279 Coexistence: The Logic of Hospitality of homo religatus. 281 10.4.1 The Primacy of Coexistence. 281 10.4.2 Homo Religatus, Socius and Hospitality. 284 Homo Collectivus, Oeconomicus, and Religatus. 285 From the Human Condition to the Human Adventure. 10.1 236
Contents XV 10.5.1 Homo Collectivus and Homo Religatus. 10.5.2 Homo Oeconomicus and Homo Collectivus. 10.5.3 Homo Oeconomicus and Homo Religatus. Bibliographical References. Part III 285 286 287 288 Conviviality as a Paradigm of Political Education 11 Learning Convivial Citizenship in the Anthropocene. 293 11.1 Education in the Anthropocene: Between Changing Nothing and Changing Everything. 293 11.1.1 An Interleaving of Certainties and Uncertainties. 293 11.1.2 Moving Beyond the Paradigm of Education for Sustainable Development. 295 11.2 Curnier’s Work on the Role of the School in the Ecological Transition. 298 11.2.1 Curnier’s Prescribed Curriculum. 298 11.2.2 A Critique of the Neoliberal Dimension. 299 11.2.3 Citizenship Learning as a Goal of Education in the Anthropocene. 300 11.2.4 Extending the Paradigmatic Breaks Outlined. 302 11.3 Citizenship and the Anthropocene. 304 11.3.1 What Kind of Citizen Do We Want?. 304 11.3.2 What Type of Citizenship Is Necessary in the
Anthropocene?. 309 11.4 Learning Convivial Citizenship Together. 322 11.4.1 Thinking of a Convivial Citizenship Against the Background of Existential Citizenship. 322 11.4.2 A Convivial Citizenship Rooted in the Vitality of the Biosphere and Combatting Hybris. 324 11.4.3 Learning Together. 326 Bibliographical References. 329 12 Resilient Education: Dealing with Nascent Hybris. 12.1 Hybris and the World. 12.2 The Purpose of Convivialist Education: Learning About the World or Learning to Live?. 335 12.2.1 Inferiority and Exteriority in Education. 12.2.2 Experiencing Existence to Open Up the World. 12.2.3 Taking on Responsibility for the World. 12.3 Learning to Live (and to Bring Life) by Existing with Limits. 12.3.1 Living Within the Limits of the Biosphere. 339 12.3.2 Recognising the Earth as Our Master. 12.3.3 Understanding Civilisations as the Result of Climate Stability. 333 333 335 336 338 339 342 343
Contents xvi From Acceleration to Resonating with the World. 12.4.1 Confronting the‘Great Acceleration’. 12.4.2 What Do We Learn in the Contemporary Period of Acceleration ?. 12.4.3 Learning to Resonate with the World. Bibliographical References. 12.4 13 14 A Critical Education: We Are Not Separate from the Earth - We are the Earth. 13.1 Resistance, Critique and Utopia: Three Functions of Education in the Anthropocene. 361 13.2 Hartmut Rosa, Andreas Weber and David Abram. 13.2.1 Anthropological Convergences. 13,2.2 The Playing Down of the Anthropocene in Rosa’s Work. 364 13.2.3 Weber’s Overcoming of the Limits of Rosa’s Work. 13.3 A Political Anthropology of Education Rooted in the Biosphere. 369 13.3.1 Enlivenment as a Practice of the Commons. 13.3.2 Sharing as a Way of Being Oneself. 13.3.3 The Inclusion of Life in the Carbon Cycle. 13.3.4 The Importance of Feeling in the Anthropocene. 13.3.5 A Proposal to Go Beyond the Enlightenment. Bibliographical
References. 345 345 346 348 358 361 362 362 366 369 371 374 377 378 381 Utopian Education: Earth and the World Speak. 383 14.1 Making Earth and the World Sing in the Anthropocene. 383 14.2 The Earth Speaks for Itself: The Different Candidate Dates for the Entry Into the Anthropocene. 385 14.2.1 The Stone Age. 387 14.2.2 Agricultural Development. 387 14.2.3 The Meeting of the Old and the New World. 388 14.2.4 The Industrial Revolution. 389 14.2.5 The Great Acceleration. 390 14.2.6 Nuclear Detonations. 391 14.2.7 Somewhere in the Future. 392 14.2.8 The Systemic Approach: The anthropocene Rather Than the Anthropocene. 392 14.3 The Earth Speaks to Us. 393 14.3.1 Cutting Ourselves off from the Earth Gradually Leads Us Into Madness. 394 14.3.2 Writing, and Then the Complexity of Our Technical Artefacts, Have Distanced Us from the Biospheric Web. 396
Contents xvii Learning to Listen (to the Earth, to the World and to Each Other). 398 14.4.1 Overcoming the Reification of Things and Nature Through Their Objectification. 14.4.2 Listening to the Earth’s Living and Speaking Biodiversity. 399 14.4.3 Learning to Listen to the Other. Bibliographical References. 401 403 Educating to Change the World in the Anthropocene. 407 Educating in the Anthropocene So That We Can Disagree Without Killing Each Other. 410 15.2 Educating in the Anthropocene for a Love of the World and the Earth. 412 15.3 Educating in the Anthropocene to Bring About a Post-Promethean Society. 416 Bibliographical References. 417 Bibliographical References. 419 Index. 457 14.4 15 398 15.1 |
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Contents 1 Foundations of a Critical Theory for the Anthropocene. 1.1 1.2 1.3 Between Prometheism and Post-prometheism (Polemic Function). 1.1.1 The Anthropocene at the Heart of the War of Ideas at the Beginning of the Twenty-First Century. 1.1.2 The Error of Promethean Anthropology in Terms of Modernity. 1.1.3 Is Man Really ‘by Nature a Political Animal’ ?. 1.1.4 A Problematic Political Anthropology. 1.1.5 Hannah Arendt (1906-1975) and Critical Theory. 1.1.6 Note on the Aim of Critical Theory as Seen by Hartmut Rosa. 1.1.7 Note on the Relationship of Critical Theory to Karl Marx’s Thinking. Linking Land, Politics and Education to Prepare for the Future (Inventive Function). 1.2.1 Preparing for the Future. 1.2.2 Forgetting the Earth in Politics. 1.2.3 The Ecological Thinking of the Environmental Humanities: A Support in a Critical Theory for the Anthropocene. 1.2.4 Can We Be Assimilated to Our Capacity for Instrumental and Calculating Reason?. 1.2.5 What Paradigm Is Necessary for
Education in the Anthropocene?. Conviviality as a Paradigm for Political Education (Creative Function). 1.3.1 Multidisciplinary and Interdisciplinary Work. 1.3.2 A Political Stance of Uprising and Consolidation. 1.3.3 A Work of Convivialist Anthropology. 1.3.4 Political Education in the Anthropocene. 1 7 7 11 13 15 17 21 23 24 24 26 28 31 33 36 36 37 39 41 ix
Contents X Criticism, Resistance and Utopia. A Work of Critical Theory with Proximity to the Work of the Rennes School of Political Science . 1.4 The Proposed Way Forward. 1.4.1 Politics in the Anthropocene. 1.4.2 A Consolidation of Politics Requiring an Anthropological Shift. 1.4.3 Conviviality as a Paradigm of Political Education. Bibliographical References. 1.3.5 1.3.6 Part I 2 3 4 42 43 45 45 47 51 53 The Tensions of Politics in the Anthropocene Introduction to the Anthropocene. 2.1 Towards a New Geological Epoch. 2.2 History of the Concept of the Anthropocene. 2.2.1 Publication of the Concept by Paul Crutzen in 2000. 2.2.2 The Idea of Humanity as a Geological Force in the Nineteenth Century. 66 2.2.3 Vladimir Vernadsky’s Biosphere and Noosphere at the Beginning of the Twentieth Century. 69 2.2.4 From the Gaia Hypothesis to the Emergence of Earth System Sciences. 71 2.3 The ‘Anthropocene Working Group’ for Recognition on the Geologic Time Scale. 72 Bibliographical
References. 63 63 65 65 76 The Notion of Planetary Boundaries. 3.1 A Safe Space for Humanity to Act. 3.1.1 Threshold Effect and Tipping Point. 3.1.2 Planetary Boundaries and SystemicRisk. 3.2 The Nine Planetary Boundaries. 3.2.1 Climate Change. 3.2.2 Biodiversity Destruction and Extinction of Living Species. 3.2.3 Biogeochemical Cycles. 3.2.4 Ocean Acidification. 3.2.5 Introduction of Novel Entities. 3.2.6 Freshwater Use, Stratospheric OzoneDepletion, Atmospheric Aerosol Loading, and Land-System Change. 3.3 The Notion of the ‘Great Acceleration’. Bibliographical References. 90 91 93 The Political Ambiguities Surrounding the Anthropocene. 4.1 Political Ignorance of the Anthropocene Narrative. 4.1.1 An Undifferentiated Anthropos. 97 98 98
79 80 80 81 83 83 86 87 89 89
Contents xi 4.1.2 4.1.3 The Naturalist Discourse. The Discourse on a Blinkered Human Species Finally Enlightened by Science. 102 4.2 The Anthropocene as a Political and Engaged Concept. 4.2.1 The Anthropocene as a Political Concept. 4.2.2 The Political Question of the Date of Entry into the Anthropocene. 4.2.3 The Political Irrelevance of the Anthropocene. 4.2.4 The Anthropocene: An Engaged Concept. Bibliographical References. 5 Conceptions of Political Action in the Anthropocene: Between Prometheism and Post-Prometheism. Political Ecologies. Promethean and Techno-Scientific Politics. 5.2.1 A‘Good Anthropocene’. 5.2.2 Planetary Stewardship Through Geoengineering. 5.3 Post-Promethean Policies and Changing Lifestyles. 5.3.1 The Long Term and Sustainability. 5.3.2 Political Responsibility for Preparing for the Future. 5.3.3 Towards Post-Capitalist Social Democracy?. 5.3.4 Earth System Governance and Long-Term Governance. 133 Bibliographical
References. 5.1 5.2 6 Integration of the Anthropocene into the Citizen Debate. 6.1 6.2 6.3 A Productivist and Growth-Oriented Alternative to Neoliberalism: The Manifesto of the Appalled Economists (2010) and the New Manifesto of the Appalled Economists (2015). 143 6.1.1 The Lack of Ecological Thinking in the 2010 Manifesto. 6.1.2 The Ambivalent Ecological Thinking of the 2015 Manifesto. 145 Speed in Politics from the Manifesto for an Accelerationist Politics (2013). 146 6.2.1 Srnicek and Williams’ Accelerationist Thesis. 6.2.2 Post-Capitalism as a Collective Glimmer of Hope. 6.2.3 A Resolutely Promethean Politics. 6.2.4 Categorical (Possibly Violent) and Insufficiently Radical Thinking. The Ecological Prometheism of the Ecomodernist Manifesto (2015). 153 6.3.1 Growth-Oriented Ecology. 6.3.2 Faith in Technology asthe Dominant Rationality. 101 103 103 105 107 Ill 113 117 117 121 121 122 128 128 129 132 137 141 143 146 150 151 152 154
155
Contents xii The Uncontrollable Vitality of the Manifestfür das Anthropozän (2015). 156 6.5 Peer-to-Peer Digital Technology as a Medium for Developing a New Relational Style (The Commons Manifesto, 2018). 6.5.1 An Understanding of Technology as a Relational Style . 6.5.2 The Commons: A Type of Production That Differs from Capitalism. . 6.5.3 Commons-Based Peer Production (CBPP). 6.5.4 Towards a New Type of Civilisation?. 6.6 The Recognition of Animals as Political Subjects: The Animalist Manifesto (2017). 164 6.6.1 Politicising the Animal Cause. 6.6.2 Animals are Political Subjects. 6.7 The Manifesto for Climate Justice's Call for Political and Legal Action (2019). . 168 6.7.1 A Call to Resist. 6.7.2 A Fight Against Productivism and Financial hybris. 6.7.3 A Challenge to Teachers. 6.8 The Thunderous Entry of the Anthropocene Into Politics with Integral Ecology - The Manifesto (2019). 171 6.8.1 Policy Overhaul. 6.8.2 The Triumph of Alternative
Lifestyles. 6.9 Conviviality as the Political Foundation of the Convivialist Manifesto (2013). 174 6.9.1 The Federation of Alternative Thoughts. 6.9.2 Togetherness and the Sharing of Freedoms. 6.9.3 Dealing with hybris - The Mother of All Threats. 6.9.4 Four Principles at the Root of Politics for the Contemporary Period. Bibliographical References. 6.4 158 159 161 162 163 165 167 169 170 171 172 173 174 175 176 177 178 Part II A Consolidation of Policy Requiring an Anthropological Shift 7 The Idea of an Anthropological Shift. 7.1 The Integration of the Anthropocene Into the Citizen Debate and the Question of an Anthropological Shift. 185 7.1.1 Manifestos That Do Not Target Anthropological Change: The Manifesto of the Appalled Economists, the New Manifesto of the Appalled Economists and the Ecomodernist Manifesto. 7.1.2 The Promethean Acceleration of the Accelerationist Manifesto. 7.1.3 Anthropological and Political Implications of the Primacy of Life in the Anthropocene Manifesto. 183 185 185 188
Contents xiii 7.1.4 Digital Technology as a Means of Non-transhumanist Anthropological Evolution as Proposed by the Commons Manifesto. 190 7.1.5 A Profound Transformation Through Shared Feeling, as Proposed in the Animalist Manifesto. 191 7.1.6 The Invention of a ‘Different We’ in the Manifesto for Climate Justice. 7.1.7 Ecofeminism as a Pillar for the Anthropological Shift Proposed in the Integral Ecology Manifesto. 7.1.8 From the Satisfaction of Needs to the Pursuit of Desires (Convivialist Manifesto). 193 7.2 Comparative Reading of the Anthropological Conceptions of These Nine Manifestos. 194 7.2.1 The Advent of Post-Promethean Social Spaces. 7.2.2 Relationships at the Heart of Politics (and of a Politics of Life). 7.2.3 The Radically of an Anthropology of Immersion in Nature. 198 7.2.4 Convivialist Radically. 7.3 An Earthling Anthropology. 7.3.1 A Move Towards Surviving an Anthropological Crisis. 204 Bibliographical References. 8 192 193 194 196 199 201 205 Weathering the Storm of the Contemporary
Anthropological krisis. 207 8.1 Thinking About a Humanity in Motion with MauriceBellet. 209 8.1.1 Some Biographical Details. 209 8.1.2 General Presentation of Maurice Beliefs Work. 210 8.1.3 Maurice Beliefs Manifesto for an Anthropological Shift: Incipit, ou, le Commencement (1992). 211 8.1.4 Experiencing Humanity as an Adventure. 213 8.1.5 Thinking About Politics from the Perspective of a ‘Between-Us’. 216 8.2 Krisis and Criticism. 216 8.2.1 Krisis. 216 8.2.2 Ethics of Resistanceand Critique of Technology. 218 8.3 Anthropological Plasticity. 220 8.3.1 The Idea of Humanity in Maurice Beliefs Thinking. 220 8.3.2 From a Real Man to a Possible Man. 222 8.4 Anthropological Change. 223 8.4.1 Dealing with the Threat. 223 8.4.2 From Humanity Under Threat to the Rebirth of Humanity. 225 8.4.3 Towards an Alteration of the Desire of homo
oeconomicus. 228
Contents xiv Action. 8.5.1 Thinking of Action from the Perspective of Revolution. 230 8.5.2 The Existential Foundations of Action. Bibliographical References. 8.5 9 231 232 From the (Augmented) Individual to a Post-Promethean ‘Between-Us’. 235 Transhumanism in Questions. 9.1.1 Some Technological Developments in the Contemporary Period. 236 9.1.2 Transhumanism as the Absence of Politics. 9.2 The Fulfilment of the Promethean Goal of Modernity. 9.2,1 The Promethean Individual. 9.2.2 Towards the Disappearance of the World. 9.2.3 An Absence of the Other. 9.3 The Cyborg manifesto (1985) by Donna Haraway as a Counterpoint. 247 9.3.1 Technosciences as Political Provocation and Expansion of the Field of Thought. 249 9.3.2 The Cyborg Myth and the Question of Limits. 9.3.3 A Political Anthropology Beyond Dualisms and Domination.
9.4 To Augment or to Educate?. 9.5 Educating for Post-Promethean Interleaving. 9.5.1 From Prometheus to Soteria, Aidos or Epimetheus. Bibliographical References. 9.1 10 230 10.2 10.3 10.4 10.5 238 241 241 244 245 251 252 254 257 258 259 263 The Three Dimensions of the Human Adventure: hybris, the World and Coexistence. 268 10.1.1 Human Nature, Human Condition or Human Adventure?. 268 10.1.2 Anthropocenic Criticism of Arendtian Anthropology . 271 10.1.3 The Biosphere as an Anthrome, an Agora, and A Milieu. 275 10.1.4 Homo Oeconomicus, Homo Collectivus and Homo . 276 Hybris·. The Profit-Driven Logic of homo oeconomicus. 278 World: The Responsibility-Driven Logic of homo collectivus . 279 Coexistence: The Logic of Hospitality of homo religatus. 281 10.4.1 The Primacy of Coexistence. 281 10.4.2 Homo Religatus, Socius and Hospitality. 284 Homo Collectivus, Oeconomicus, and Religatus. 285 From the Human Condition to the Human Adventure. 10.1 236
Contents XV 10.5.1 Homo Collectivus and Homo Religatus. 10.5.2 Homo Oeconomicus and Homo Collectivus. 10.5.3 Homo Oeconomicus and Homo Religatus. Bibliographical References. Part III 285 286 287 288 Conviviality as a Paradigm of Political Education 11 Learning Convivial Citizenship in the Anthropocene. 293 11.1 Education in the Anthropocene: Between Changing Nothing and Changing Everything. 293 11.1.1 An Interleaving of Certainties and Uncertainties. 293 11.1.2 Moving Beyond the Paradigm of Education for Sustainable Development. 295 11.2 Curnier’s Work on the Role of the School in the Ecological Transition. 298 11.2.1 Curnier’s Prescribed Curriculum. 298 11.2.2 A Critique of the Neoliberal Dimension. 299 11.2.3 Citizenship Learning as a Goal of Education in the Anthropocene. 300 11.2.4 Extending the Paradigmatic Breaks Outlined. 302 11.3 Citizenship and the Anthropocene. 304 11.3.1 What Kind of Citizen Do We Want?. 304 11.3.2 What Type of Citizenship Is Necessary in the
Anthropocene?. 309 11.4 Learning Convivial Citizenship Together. 322 11.4.1 Thinking of a Convivial Citizenship Against the Background of Existential Citizenship. 322 11.4.2 A Convivial Citizenship Rooted in the Vitality of the Biosphere and Combatting Hybris. 324 11.4.3 Learning Together. 326 Bibliographical References. 329 12 Resilient Education: Dealing with Nascent Hybris. 12.1 Hybris and the World. 12.2 The Purpose of Convivialist Education: Learning About the World or Learning to Live?. 335 12.2.1 Inferiority and Exteriority in Education. 12.2.2 Experiencing Existence to Open Up the World. 12.2.3 Taking on Responsibility for the World. 12.3 Learning to Live (and to Bring Life) by Existing with Limits. 12.3.1 Living Within the Limits of the Biosphere. 339 12.3.2 Recognising the Earth as Our Master. 12.3.3 Understanding Civilisations as the Result of Climate Stability. 333 333 335 336 338 339 342 343
Contents xvi From Acceleration to Resonating with the World. 12.4.1 Confronting the‘Great Acceleration’. 12.4.2 What Do We Learn in the Contemporary Period of Acceleration ?. 12.4.3 Learning to Resonate with the World. Bibliographical References. 12.4 13 14 A Critical Education: We Are Not Separate from the Earth - We are the Earth. 13.1 Resistance, Critique and Utopia: Three Functions of Education in the Anthropocene. 361 13.2 Hartmut Rosa, Andreas Weber and David Abram. 13.2.1 Anthropological Convergences. 13,2.2 The Playing Down of the Anthropocene in Rosa’s Work. 364 13.2.3 Weber’s Overcoming of the Limits of Rosa’s Work. 13.3 A Political Anthropology of Education Rooted in the Biosphere. 369 13.3.1 Enlivenment as a Practice of the Commons. 13.3.2 Sharing as a Way of Being Oneself. 13.3.3 The Inclusion of Life in the Carbon Cycle. 13.3.4 The Importance of Feeling in the Anthropocene. 13.3.5 A Proposal to Go Beyond the Enlightenment. Bibliographical
References. 345 345 346 348 358 361 362 362 366 369 371 374 377 378 381 Utopian Education: Earth and the World Speak. 383 14.1 Making Earth and the World Sing in the Anthropocene. 383 14.2 The Earth Speaks for Itself: The Different Candidate Dates for the Entry Into the Anthropocene. 385 14.2.1 The Stone Age. 387 14.2.2 Agricultural Development. 387 14.2.3 The Meeting of the Old and the New World. 388 14.2.4 The Industrial Revolution. 389 14.2.5 The Great Acceleration. 390 14.2.6 Nuclear Detonations. 391 14.2.7 Somewhere in the Future. 392 14.2.8 The Systemic Approach: The anthropocene Rather Than the Anthropocene. 392 14.3 The Earth Speaks to Us. 393 14.3.1 Cutting Ourselves off from the Earth Gradually Leads Us Into Madness. 394 14.3.2 Writing, and Then the Complexity of Our Technical Artefacts, Have Distanced Us from the Biospheric Web. 396
Contents xvii Learning to Listen (to the Earth, to the World and to Each Other). 398 14.4.1 Overcoming the Reification of Things and Nature Through Their Objectification. 14.4.2 Listening to the Earth’s Living and Speaking Biodiversity. 399 14.4.3 Learning to Listen to the Other. Bibliographical References. 401 403 Educating to Change the World in the Anthropocene. 407 Educating in the Anthropocene So That We Can Disagree Without Killing Each Other. 410 15.2 Educating in the Anthropocene for a Love of the World and the Earth. 412 15.3 Educating in the Anthropocene to Bring About a Post-Promethean Society. 416 Bibliographical References. 417 Bibliographical References. 419 Index. 457 14.4 15 398 15.1 |
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| spelling | Wallenhorst, Nathanaël 1980- Verfasser (DE-588)1216730334 aut Une théorie critique por l'Anthropocène A critical theory for the Anthropocene Nathanaël Wallenhorst Cham, Switzerland Springer [2023] xvii, 462 Seiten txt rdacontent n rdamedia nc rdacarrier Anthropocene - Humanities and social sciences Anthropozän (DE-588)1028331568 gnd rswk-swf Anthropozän (DE-588)1028331568 s DE-604 Erscheint auch als Online-Ausgabe 978-3-031-37738-9 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034946478&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wallenhorst, Nathanaël 1980- A critical theory for the Anthropocene Anthropozän (DE-588)1028331568 gnd |
| subject_GND | (DE-588)1028331568 |
| title | A critical theory for the Anthropocene |
| title_alt | Une théorie critique por l'Anthropocène |
| title_auth | A critical theory for the Anthropocene |
| title_exact_search | A critical theory for the Anthropocene |
| title_exact_search_txtP | A critical theory for the Anthropocene |
| title_full | A critical theory for the Anthropocene Nathanaël Wallenhorst |
| title_fullStr | A critical theory for the Anthropocene Nathanaël Wallenhorst |
| title_full_unstemmed | A critical theory for the Anthropocene Nathanaël Wallenhorst |
| title_short | A critical theory for the Anthropocene |
| title_sort | a critical theory for the anthropocene |
| topic | Anthropozän (DE-588)1028331568 gnd |
| topic_facet | Anthropozän |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034946478&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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