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janjagodzinski,DepartmentofSecondaryEducation,Universityof Alberta,Edmonton,AB,Canada
TheseriesEducationalFutureswouldbeacallonallaspectsofeducation,not onlyspecificsubjectspecialists,butpolicymakers,religiouseducationleaders, curriculumtheorists,andthoseinvolvedinshapingtheeducationalimagination throughitsfoundationsandbothpsychoanalyticalandpsychologicalinvestments withyouthtoaddressthisextraordinaryprecarityandanxietythatiscontinually risingasthingsdonotgetbetterbutworsen.Aglobalde-territorializationis takingplace,andnewvoicesandvisionsneedtobeseenandheard.Theseries wouldaddressthefollowingquestionsandconcerns.Thethreekeysignifiersof thebookseriestitleaddressthisstateofriskandemergency:
1. TheAnthropocene:The‘humanworld,’theworld-for-usisdrifting towardaglobalsituationwherehumanextinctionisnotoutofthequestionduetoeconomicindustrializationandoverdevelopment,aswellas theexponentialgrowthofglobalpopulation.Howtoweaddressthis ecologicallyandeducationallytostillmakeadifference?
2. Ecology:Whatmightbewaysofre-thinkingourrelationshipswiththe non-humanformsofexistenceandin-humanformsofartificialintelligence thathaveemerged?Aretherepossibilitiestoreworktheecologicalimaginationeducationallyfromitsover-romanticizedviewofNature,asmany haveargued:Natureandculturearenolongertenableseparatesignifiers. Canteachersandprofessorsaddresstheideasthatsurrounddifferentiated subjectivitywhereagencyisnolongattributedtothe‘human’alone?
3. AestheticImaginaries:Whatarethecreativeresponsesthatcanfabulate aestheticimaginariesthatareviableinspecificcontextswheretheemergent ideas,whichareabletogatherheterogeneouselementstogethertopresent projectsthataddressthetwoformerdescriptors:theAnthropoceneand theeverychangingmodulatingecologies.Caneducatorsdrawnonthese aestheticimaginariestoofferexploratoryhopeforwhatisachangingglobe thatisinconstantcrisis?
TheseriesEducationalFutures:Anthropocene,Ecology,andAestheticImaginariesattemptstosecuremanuscriptsthatareawareoftheprecaritythat reverberatesthroughoutalllife,andattemptstoexploreandexperimentto developaneducationalimaginationwhich,attheveryleast,makesconscious whatisadiresituation.
Moreinformationaboutthisseriesat
https://link.springer.com/bookseries/15418
JessieL.Beier · janjagodzinski EditorsMultidisciplinaryPerspectivesforEducationinthe Anthropocene
Editors
JessieL.Beier
HorizonPostdoctoralFellow
ConcordiaUniversity Montreal,QC,Canada
janjagodzinski
DepartmentofSecondaryEducation UniversityofAlberta
Edmonton,AB,Canada
PalgraveStudiesinEducationalFutures
ISBN978-3-030-94719-4ISBN978-3-030-94720-0(eBook)
https://doi.org/10.1007/978-3-030-94720-0
©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringer
NatureSwitzerlandAG2022
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Thisbookisdedicatedtothemanyteachersthathaveinformedand impactedthepedagogicalqueriesandpreoccupationsthatcontinueto compelandinspireus.Forjan,thebookisdedicatedtohisteacherand friendHarry(Zvi)Garfinkle(1922–2021):“Heshowedmewhatitmeans tobeateacher.TheonlytruegeniusIevermet.”AndforJessie,thisbookis dedicatedtohermom,MaureenBeier(1955–2013), anddad,PaulC.Beier(1951–2018):“Theyshowedmehowtolearn,even whenithurts.”
Thisbookwouldnothavebeenpossiblewithoutthegenerosityand insightofthenumerousthinkersthatcontributedtoitsinstigationand development.Wearegratefultoallofthefriendsandcolleaguesthat contributedtoboththelectureseriesthatpromptedthiseditedbookand thosethatdevotedtimeandenergytothedevelopmentoftheproposals forahumanpedagogyofferedwithin.Thankyoutoallwhotraveledto Edmontontoshareandschemeandthosethatconnectedwithusfrom afar:toKatherineBehar,DelphiCarstens,AndrewCulp,PatriciaMacCormack,PetraMikulan,VickyOsterweil,SeanSmith,NathanSnaza,and JoseRosales.Thankyousarealsoduetoourlocalcolleagues:toChristina Battle,AdrianaBoffa,MarcHiggins,CathrynvanKessel,NatalieLoveless,andJasonWallin,whocontinuetopushtheboundsofwhatis possibleeven,andperhapsespecially,astheinstitutionswithinwhich weworkandthinkbecomeincreasinglyprohibitivetodoingweirdwork together.Wewouldalsoliketoexpressgratitudeforthefundingand othersupportprovidedbytheKuleInstituteforAdvancedStudies(KIAS; UniversityofAlberta),theArts-BasedResearchStudio(Universityof Alberta),andtheFacultyofEducationattheUniversityofAlberta,each ofwhichhelpedtocatalyzetheseexperimentsinahumanpedagogyby providingthemeansandspacestothinkandunthinktogether.
ChristinaBattle isanartist,curator,andeducatorbased inamiskwacîwâskahikan,(alsoknownasEdmonton,Alberta),within theAspenParkland:thetransitionzonewhereprairieandforestmeet. Battle’sworkfocusesonthinkingdeeplyabouttheconceptofdisaster andthewaysinwhichitmightbeutilizedasaframeworkforsocial change.MuchofthisworkextendsfromherrecentPh.D.dissertation (2020)whichlookedclosertocommunityresponsestodisaster:theways inwhichtheytakeshape,andespeciallytohowonlinemodelsmighthelp toframeandstrengthensuchresponse.
JessieL.Beier isateacher,artist,writer,andconjurerofweirdpedagogiesforunthoughtfutures.Workingattheintersectionofphilosophy, artisticproduction,andradicalpedagogy,Beier’spracticeexperiments withthepotentialforweirdpedagogytomobilizeabreakfromorthodox referentsandhabitsofrepetition,towardmoreeco-logicalmodesof thought.BeierisarecentPh.D.graduate(DepartmentofSecondary Education,UniversityofAlberta),anartist-researcherwiththecollaborativeresearch-creationinitiative SpeculativeEnergyFutures (University ofAlberta),andanartist-philosopher-in-residencewithaneducational networklocatedinamiskwaciwâskahikan(EdmontonPublicSchools, Alberta).SheiscurrentlyaHorizonPostdoctoralFellowatConcordia Universityandhermostrecentprojectsandpublicationsinclude“Tracing ablackhole:ProbingcosmicdarknessinAnthropocenictimes,”“PedagogyoftheNegative:PedagogicalHeresyfor‘TheEndTimes’”
(withJasonWallin),andthesoon-to-bepublished,collaboratively-created EnergyEmergencyRepairKit(E.E.R.K.).Formoreinformation,visit jes siebeier.com.
AdrianaBoffa isateacher,researcher,writer,mother,andtransversal thinker.SherecentlydefendedherPhDintheDepartmentofSecondary EducationattheUniversityofAlbertaonAmiskwacîwâskahikan,Treaty6 territory.HerworkinterceptsandthinkswiththephilosophiesofDeleuze andGuattariinordertoexplorewhatitmightmeantoengagewith placeanddifferencedifferentlyinadigi-technosocietythatiseveryday restrictingbothnotionsofplaceandbelongingincontemporarypublic andeducationalspaces.
DelphiCarstens isalecturerattheUniversityoftheWesternCape withaninterestinfeministnewmaterialisms,Deleuze-Guattariantheory, uncannysciencefictions,andtheapocalypse.Hehaspublishedwidely ontherelevanceofthesematterstoAnthropocene-appropriateHE (highereducation)pedagogy,mostrecentlyin Somatechnics , Parallax, and PhilosophyToday .
AndrewCulp isaprofessorofMediaHistoryandTheoryattheCaliforniaInstituteoftheArts,teachingintheM.A.inAestheticsand PoliticsprogramandtheSchoolofCriticalStudies.Hisfirstbook Dark Deleuze (UniversityofMinnesotaPress,2016)proposesarevolutionary newapproachtotheworkofGillesDeleuzetoconfronttoday’scompulsoryhappiness,forcedvisibility,anddecentralizedcontrol.Ithasbeen translatedintooverahalf-dozenlanguages.Hismostrecentbookis A GuerrillaGuidetoRefusal (UniversityofMinnesotaPress,2022)and offersafieldguidetoanonfascistlifeattheendoftheworldasweknow it.
MarcHiggins isanassistantprofessorintheDepartmentofSecondary EducationattheUniversityofAlbertaandisaffiliatedwiththeFaculty ofEducation’sAboriginalTeacherEducationProgram(ATEP).Higgins’ researchworkisanextensionofalongstandinginvolvementwith,in,and acrossthefieldsofIndigenouseducation,scienceeducation,andmediatechnologyeducation.Higgins’researchinvestigatesthecomplexitiesand complicationsthatoccurthroughnegotiationsofIndigenousandWestern modernways-of-knowing(i.e.,epistemology)andways-of-being(i.e., ontology)withineducationalspaces.Inordertoworkwithinandagainst systemsthatrendertheseencountersaformofpedagogicalviolence
and/or(fore)closure,Higginsworksinthemethodologicalspacewithin andbetweenIndigenous,decolonizing,post-colonial,andpost-humanist theoriesinordertothinkandpracticeeducationandeducationalresearch differentlyaroundcontestedcurricularconcepts(e.g.,what“counts”as science)towardethicalformsofIndigenous–non-Indigenousrelationality.
janjagodzinski isaprofessorofVisualArtandMediaEducationatthe UniversityofAlbertainEdmonton,Alberta,Canada.Heisserieseditor for EducationalFutures (Palgrave-Springer)andtheauthorof17books, includingrecenttitles: TheDeconstructionoftheOralEye:ArtandIts EducationinanEraofDesignerCapitalism (Palgrave,2010), Arts-Based Research:ACritiqueandProposal (withJasonWallin,SensePublishers, 2013), SchizoanalyticVenturesattheEndoftheWorld:Film,Video,Art andPedagogy (Springer-Palgrave,2019)and PedagogicalExplorationsin aPosthumanAge:EssaysonDesignerCapitalism,Eco-Aestheticism,Visual andPopularCultureasWest-EastMeet (Springer-Palgrave,2020).
PatriciaMacCormack isaprofessorofContinentalPhilosophyatAnglia RuskinUniversityCambridge.Shehaspublishedextensivelyonphilosophy,feminism,queerandmonstertheory,animalabolitionistactivism, ethics,art,andhorrorcinema.Sheistheauthorof Cinesexuality (Routledge2008)and PosthumanEthics (Routledge,2012)andtheeditor of TheAnimalCatalyst (Bloomsbury,2014), DeleuzeandtheAnimal (EUP„2017), DeleuzeandtheSchizoanalysisofCinema (Continuum, 2008),and EcosophicalAesthetics (Bloomsbury,2018).Hernewbook is TheAhumanManifesto:ActivismsfortheEndoftheAnthropocene (Bloomsbury,2020).
PetraMikulan currentlyteacheseducationalfoundations,curriculum theory,andeducationalethicsintheDepartmentofEducationalStudies attheUniversityofBritishColumbia,whereshecompletedaSSHRC andKillamfundedpostdoctoralfellowship.Herworkaddressestransdisciplinaryintersectionsbetweenideasofvitalismandlifeastheypertainto ethics,feministracetheory,biopolitics,andpost-qualitativereading.She haspublishedinleadinginterdisciplinaryjournals,suchas Educational Theory , EducationalPhilosophyandTheory , ZDM , PhilosophyofMathematicsEducationJournal , Delta:Journalforgenderstudiesandfeminist theory , SodobnaPedagogika.SheistheBookReviewsEditorfor Studies inPhilosophyandEducation.
VickyOsterweil isawriter,editor,andagitatorbasedinPhiladelphia. Herbook InDefenseofLooting (BoldTypeBooks,2020)isahistoryof riotingandlootingasananti-police,anti-whitesupremacisttacticinthe US.Sheistheco-hostofCeriseandVickyRanktheMovies,apodcast wheretheyarerankingallthemoviesevermade.
JoseRosales isaresearcher,writer,andeditorbasedinQueens,NYC. Theirworkcanbefoundinpublicationssuchas Unworking (August Verlag,2021),DeleuzeandGuattariStudiesJournal,LaDeleuziana, IdentitiesJournal , BlindfieldJournal ,and Riot.TheorieundPraxisder KollektivenAktion (Laika/NON,2018).Theyareco-editorof Diversity ofAesthetics ,aforthcomingseriesofconversationsrelatingtothethemes ofInfrastructureCritique,HumanStrike&Destitution,andLooting, featuringfriendsandaccomplicessuchasSheylleneRodriguez,Michael Rakowitz,StevphenShukatis,VickyOsterweil,AndreasPetrossiants, ClaireFontaine,andImanGanjiamongothers.
NathanSnaza teachesEnglishliterature,genderstudies,andeducationalfoundationsattheUniversityofRichmond,USA.Heistheauthor of AnimateLiteracies:Literature,Affect,andthePoliticsofHumanism (DukeUP,2019)andco-editorof PedagogicalMatters:NewMaterialismsandCurriculumStudies (PeterLang,2016)and Posthumanism andEducationalResearch (Routledge,2014).
CathrynvanKessel isanassociateprofessorintheDepartmentofCounseling,SocietalChange,andInquiryintheCollegeofEducationatTexas ChristianUniversity.Shehasbeenengagingwithdifferentconceptualizationsofevilaswellashumanexistentialsituationsinthecontextof education,especiallysocialstudiescurriculum,amongothertopicsand contexts.Cathrynistheauthorof AnEducationin“Evil”:Implications forCurriculum,Pedagogy,andBeyond (PalgraveMacmillan,2019),an associateeditorforthejournalCanadianSocialStudies,andmanagesThe GrimEducatoropeneducationalresourcewithinformationandlessons foreducators.
JasonJ.Wallin isafictionalcharacterthatappearsthroughoutSeason1 oftheCanadiansci-fihorrorseries“Halfsharkalligatorhalfman”(1975–1976).CreatedbyshowrunnersBessieI.JereandJankaJodiZings, Wallinwasbroughttoscreenthroughtheelaboratepracticaleffect ofcombiningnaturallyoccurringfungalmassesandAerogel.Wallin’s “soundpalette”wascreatedbyfoleyartistKarliePutnambyboiling moonrocksinVantablackcookware.Throughouthisrunontheseries, Wallinwasportrayedasanamateurteratologistandsometimescurriculum theoristmalignedforhispessimisticattitudetowardlife.Wallinwaspart ofarunninggagestablishedthroughoutSeason1inwhichhewould spontaneouslydisassembleatthesightofhimself.1
1
JasonJ.WallinisaprofessorofMediaStudiesandYouthCultureinCurriculum attheUniversityofAlberta,Canada.Heistheauthorof ADeleuzianApproach toCurriculum (PalgraveMacmillan)and Arts-basedInquiry:ACritiqueandProposal (SensePublishers),andco-produceroftheextrememusicdocumentaryBLEKKMETAL (Grimposium,UneasySleeper).
Fig.6.10rphanDrift,1999,XesAvatarwallcollage,SYZYGY multi-mediainstallationatBeaconsfieldArtsLondon104
Fig.6.20rphanDrift,2017,HusherAvatar(videostill), GREENSKEEN.singlechannelHDvideocollaboration withPlastiqueFantastique.runningtime45:00110
Fig.6.30rphanDrift,2018,Synthetic(videostill),MIASMA. singlechannelHDvideoforChrominance,AlembicII atResGallery,London.runningtime15:00112
Fig.6.40rphanDrift,2019,IfAIwereCephalopod.4channel HDvideoinstallationatTelematicGallerySanFrancisco. runningtime11:00113
Fig.7.1RishmaShariff,2021,@rishmashariff(withpermission). Voicinghercritiqueoftheterm“newcomer” inthe NewLearnAlberta Curriculum2021draft126
Fig.11.1janjagodzinski,2021,earth-representationworld-for-us-analogue222
Fig.11.2janjagodzinski,2021,planet-non-representationworld-without-us227
Fig.11.3janjagodzinski,2021,graspingthecosmological implications242
Fig.11.4janjagodzinski,2021,Lacan’sthreediagrams243
Fig.11.5janjagodzinski,2021,magnifyingtheevent244
Fig.11.6janjagodzinski,2021,possibilityofanextinctionevent255
Whileitisapparent,especiallyinthesetimesofviralcontagion,that the“human”isnottheboundedindividualitissooftenimagined tobe,thereisadangerlurkingintheincreasinglycommonclaimin contemporarycurricularandpedagogicalthoughtthatwhatisneededis adecenteringofall-too-humanformsofsubjectivity.Whilethisclaimhas catalyzedalternativeresearchmethodsandconceptualapproaches,such asthosewithinwhatisoftencalledpost-qualitativeand/orpost-human studiesinthefieldofeducation,thisclaimmustalsocontendwiththe waysinwhichsuchdecenteringandfragmentationisnotimmune,soto speak,totheimperativesofneoliberaleducationanditsdemandsfora
J.L.Beier(B)
HorizonPostdoctoralFellow,ConcordiaUniversity,Montreal,QC,Canada e-mail: jlbeier@ualberta.ca
j.jagodzinski
DepartmentofSecondaryEducation,UniversityofAlberta,Edmonton,AB, Canada
e-mail: jj3@ualberta.ca
©TheAuthor(s),underexclusivelicensetoSpringerNature SwitzerlandAG2022
J.L.Beierandj.jagodzinski(eds.), AhumanPedagogy,PalgraveStudies inEducationalFutures, https://doi.org/10.1007/978-3-030-94720-0_1
fully-automated,dividuatedanddividuating,machinicsubjectivity.This isespeciallythecasegiventhewayinwhichmanypurportedexpansions ordilationsofsubjectivitytodayremainsubtendedbypracticesandprotocolswhereinthe“human,”eveninitsdecentering,isreinstalledthrough racist,gendered,ableist,andclassistconceptionsofeducation.Sucha concernisatplaywhenitcomestoissuesof“diversity”withineducational domains.Where“diversity”ismostoftenpromotedastheproliferationandinclusionofspecificformsof identity ,ithasbecomeafulcrum forreproducingthecategoriesusednotonlyforculturalindustriesto selltheirproducts,butforpoliticalpowertotargetspecificpopulations inordertopromoteideologicalends.Here,theeducationalsubjectas “dividual”(Deleuze,1992)becomesacompositeslateofaffects,desires, genders,socialclass,race,disability,etc.…,wherethenumberofvariablesappearsasseeminglyendlessselections(fromadrop-downmenu, forinstance)thatareneverthelessusedtocodealgorithmsandtargetpredeterminedidentifiers.Withinsuchexamplesofeducational“diversity,” thehuman,anditspotentialdecentering,offersyetanother“figure”of technology,onewhereinongoingself-modulation,dividuationandthus affectivemanipulationisseenascentraltobecoming-educated.Where liberationanddemocraticpracticeshavebecomecorrelatedtowhatis deemed“freelychosen,”nocompany,politicalpartyoreducationalinstitution,itseems,canactdifferentlyifitcontinuestooperateunder fantasiesofdiversificationthatneverthelessreproducethesame.The “human,”afigurewhoseveryhistoryhasbeenbasedonaseriesofnecessaryexclusions,iswhatnowbecomesdispersedinitsparticularitysoasto upholdandreproduceidentitarianpoliticsandtheireducation.
Where,withinthefieldofeducationalstudies,newversionsof phenomenologyandhermeneutics,includingautobiographicalresearch characterizedbyathirdpersonperspectivethat(often)pretendstononobjectivity(ratherthansubjectivity),proliferatealongsidepost-qualitative workthatdrawsonphilosopherssuchasDeleuzeandGuattari,albeit inmannersoftenstrippedoftheirradicalstrugglesagainst,forinstance, thepervasivenessoffascism,thecallforapedagogythatdecentersthe “human”mustfaceuptoitsownunquestionedassumptionsandcommitments,itsowninheritances,lineages,andtrajectories.Inthissense, perhaps,theterm neo-qualitativeresearchisamuchbetterdescriptor ofthepurportedlypost-orienteddirectionsthatnowpopulatethefield ofeducationanditsresearch.Deploymentsofmanyeducationalnew materialisms,suchasthosethatdrawonBarad’s(2007)“diffraction
methodology,”forinstance,forwardaneo-Derrideanpoststructuralism thatremainstetheredtoanthropocentricvisionsoflife,whilemanysocalledpost-humanapproaches,suchasthosethatdrawonan“affirmative Deleuze,”doawaywithGuattari’smoremilitantecosophy,thusoverlookingthedestructiveforcesandintensitiesthatconstituteanorganiclife. Whilesuchexamplespointtothevexingdifficultiesofthinking“beyond” thehumananditsgivenformsofeducation,theclaimthateducation (anditsreasons)mustcometotermswithtoday’stransformedandtransformingplanetaryrealities—whatissometimescalled(withcontention) theAnthropocene—neverthelesspersists.
The anthropos oftheAnthropoceneisfoundedonillusionsof dominionandcontrolthatstemfromitsveryformationthrough,for instance,theGnosticismoftheNewTestamentanditsimaginingofthe “PrimevalMan.”Withinthisnarrative,the“human”hasbeendreamtup asthesonof“Man,”where Adamas (Hebrewfor earth )endsupasthe “firsthumanbeing,”reinstatingorvivifyingtheveryvaluesofdestructive anthropogenicproductivelaborthatmustnowbemitigatedandcurbed soasto,attheveryleast,delayandstaveofftheextinctionofthegenus Homo.Thepervasivenarrativethat“Man”forwardscontinuestoreign supremethrough,forinstance,thetrajectoriesof(interstellar)colonization,thefirststepalreadytakenbybillionairetourist-astronautswhere therocket(appropriatelynamedNewShepard1 )doesit“all”foryou, notunlikeanelectriccarthatdrivesitself.Thisshepherdingof“Man” andhisdesiresforendlessexpansionareconcomitantwithvariousforays intobiomimeticinnovation,transhumanistevolution,andquestionable formsofaccelerationism,allofwhichmustexploit“Nature”inthename ofsavingit,ormoreaccurately,inthenameofsaving“us.”Nature,in theseexamples,becomesthe“wise”teacher,seenasthatwhichholds thesecretsofsustainabledesignandde-extinctionprogramming.Transhumanismspeaksforitselfinitsattemptstoharnesstheachievements ofthefourthindustrialrevolutionbyconvergingnano-bio-info-cogito (NBIC)innovationsinordertosupersedewhatiscurrentlyperceivedas “human”limits.Thereisafatalismtosuchambitions,arecognitionthat tostaveoffextinctionwouldrequirecompletebodymodificationsoas
1 OwnedandledbyAmazonCEOJeffBezos,NewShepardisavertical-takeoff, vertical-landingcrew-ratedsuborbitallaunchvehicledevelopedasacommercialsystemfor spacetourism.ThenamemakesreferencetothefirstAmericanastronautinspace,Alan Shepard,butisalso,notably,homophonicwiththeword“shepherd.”
tosurvivethechangingconditionsoftoday,andtomorrow’s,planetary realities.Thesefatalistictrajectoriesaresupplementedbyallkindsofold andnewmachinicself-learningtechnologiesthatlayclaimtoaknowledgeparadigmbasedonthearchivesofbigdataanditspotentialto beextractedandemployedtowardsupposedlycustomizableends.Like biomimeticandtranshumanistproposals,thisappealtoacustomizable, self-managedandself-managing,knowledgeparadigmisfarfromliberatory,aimedinsteadatreinvigoratingglobalcapitalismandtheongoing exploitationoftheEarthforeconomicexpansionevenastheskydarkens.
Indeed,today’sglobalpandemics,thedrifttowardautocracy,ongoing warsoverresourcespromptedbydroughtand(so-called)scarcity,the plastictoxicityoftheoceans,increasesinvolcanicactivity,butalso hurricanesandtornadoes,migrationbyasylumseekersfleeingwartorncountries,global-supplychainmalfunctionsonallfronts,andthe changeoftheEarth’sresonance,pointtoaveryreal“phasechange” ofnatureculture,onethatmightprovokeyetunthoughtpedagogical questionsandorientations.Withthisdisastrousscenarioinmind,alternativeor“better”attunementtothenon-humanormore-than-human
relationsthatcharacterizelifetodayhavebeencentraltotherallying cryofwhatmightbeidentifiedaspost-humanpedagogies,orpedagogiesthatattempttoextendandapplyhumaninclusivitytoall“things.” Withinmanypost-humanproposalsliesavitalismthatworkstoresurrect andreanimatematter,albeitinwaysthatremainbeholdentoall-toohumanformsoflifeandliving.Animals,waterways,trees,andlandare givennewfound“rights,”insomecaseseventreatedaspeople,offering numerousexamplesofweakandstrongformsofprevailingpanpsychism wherehumanformsofreasonandagencyaredownloadedontoall “things.”Amidsttheseanimations,processphilosophies,suchasthose offeredbyDeleuzeandWhitehead,abound,asdoestheperformative fictioningofmythopoetics,mythotechnics,occultspeculations,andthe myth-scienceofGnosticismasithasbeenaddedtoanarrayofIndigenouscosmologies.Thepotentialityofsuchpedagogies,however,hasyet tobefullyrealizedasevidencedbyvariousformsofenvironmentaleducationthatattempttoincorporatewhathasbecomethecenteringtropeof “ecology”asanall-encompassingwordthatneverthelessgetsdistilledasa “networkofthings”(notunlikethe“internetofthings”).Whilevarious formsofopen-systemthinkingareentertained,fromcomplexitytheoriestothepowerfulnotionofthenegentropyofdissipativestructures, manypost-humanpedagogiesremainbeholdentowhatamountstoa
fundamentalredemptivenarrativewherethemagicalwords“ecology”and “organicity”areaskedtodotheheavyliftingof“savingtheearth.”
Further,whilemanypost-humanpedagogiesnecessitatearecognitionof(digitalized)technologiesandtheirrelationswithanalogical thinking,aspracticed,forinstance,throughscience,technology,and societystudies(STS),theyhavebecomehijackedbythoseadvocating foranecomodernistmanifestationofa“GoodAnthropocene.”A“Good Anthropocene,”aslaidoutbytheoptimismoftheBreakthroughInstitute andthemanyreferencestoitineducationalTEDTalks,sees“sustainability”initiativesand“green”educationalprojectsasthemost“realistic pathways”forwardgivencurrentplanetarytrajectories.Withinthisoptimisticnarrative,whichnowpervadesmainstreameducationalpoliciesand practices,thedifferentpossiblefuturesthroughwhicheducationmight proceedallendwith“green”capitalismasthe“best”possibleoutcome. Inallofthesearticulationsof“good”educationalfutures,whichproceed andproliferateinspiteoftoday’sdeleterioustrajectories,thetheodicy ofthe“beautifulsoul”(Hamilton, 2016)seemstobeadominantposition.Centraltothisisabiophilicpreoccupation,oran“innatelove fornature,”whichwasintroducedandpopularizednowdecadesago bythinkerssuchasEdwardO.Wilson(1984),andhasnowbecome acentralizingnarrativeforasectorofenvironmentaleducationandits accompanyingtypologyofhumanattitudestowardnaturegroundedin biology.Alongthesebiophiliclines,StephenKellert(1993)hasdevelopednineperspectivesorvaluationsofnature,whichhavehadconsistent “staying”powerwithineducationaldomainswherenatureisframedas utilitarian(practicalandexploitive),naturalistic(satisfactionfromcontact withnature),ecologistic-scientific(systematicstudyofnature),aesthetic (physicalappeal),symbolic(expressivethought),humanistic(emotional attachment,strongaffection),spiritual(moralandethicalreverence), dominionistic(mastery),andnegativistic(fear,alienation,aversion).All ofthesenarrativedevicesare“classically”anthropocentricandareseenas being“essential”tonurturingchildhoodinoneformoranother,especiallywhenitcomestoprojecting“Good”Anthropocenefuturesfor “us.”
Whilethebiophiliahypothesishasnoactual“scientific”grounding (unlikebiophobiawherethereisgenetic[DNA]evidenceforthefearof snakes,spiders,orcarnivores),itisnotwithoutitsmeritsasthereiswiderangingevidencethatshowsthepsychologicalbenefitofpets(especially dogandcats)andhorsesformediatingandrelievingstress.Thesame
issaidoftheneedtocultivateattachmentstolandandasenseofplace (genusloci). Biophilia’sevolutionaryadaptivenecessityhasbeenrigorouslydefended(Barbiero&Berto, 2021),whileitsaestheticformshave becomethebasisforenvironmentaldesignandadefenseofbiodiversitybothwithinandwithouteducationaldomains(Kellert, 2009, 2018). Withbiophilicdesign,forinstance,yetanothersetoffeaturesemergethat aremeanttocontributetothewell-beingofhumans,i.e.,naturallight, protectionandcontrol,air(itsquality),viewsofnature(asconnection withit),curiosityandenticement,andmaterial(connectionwithnature). Indeed,manyofthecontemporaryproposalsor manifestos forlivingin theAnthropocenearebasedonbiophilicprinciples(Gibsonetal., 2015) orthechampioningofsymbiosisand“companionspecies”(Haraway, 2003),raisingissuesinrelationtothedistinctionsbetweenwhathas beendeemedas“tame”andwhatremains“wild.”Thecontradictions andcontentionsthatmightberaisedbybiophilicpositions,however, tendtoignoreanddownplaythedisparagingissuessurroundingthings likeanimalabuse—beitpetsordomesticatedfarmanimals—whichhave receivedfarlessscrutinywithineducation’sbiophilicadoptions.While thereare,ofcourse,exceptions,suchasthewritingsofHelenaPedersen (2013,2019)whoisalonevoicewhenitcomesto“post-qualitative” approachestohuman/animalrelations,education’sbiophiliccommitmentsrevealtheethico-politicalcontradictions,butalsocontinuations, involvedinpurportedattemptsatrethinkingthehumanintermsofits non-humanrelations.
Withthelimitsofcontemporaryeducationalapproachesattheforefront,itisbecomingincreasinglyclearthatashifttopost-qualitative and/orpost-humaneducationmaynotbeboldenoughtomeetthe extraordinarychallengesthatlieahead.Whilemanypost-humanisteducativetrajectories(cl)aimtodilaterelationsbeyondthestandardized figureofthehuman,theymerelyworktopreserve“thehuman-alltoo-human”rationalityundergirdingeducationanditsdemandsfor progressiveamelioration.Thepleafora“rationality”capableofstaying withthetroubling“facts”ofplanetarymattersremainsbeholdentothe legaciesofmodernism,whichsimplynolongerapplywiththevigorthey oncedid.Thecapitalisttechnologiesofmediaplatforms,whichnow extendfarbeyond“social”sites,occupyingvariouseconomic,political, andeducationaldomains,havebeeninfluentialintheirbusinessmodels andregulatoryrulestoenabletheoxymoronof“masscustomization,” inturnworkingtore-vivifyahyper-individualismthatisconsidereda
hallmarkofcapitalist“freedom”definedbypurchasingpowerandselfmotivateddecision-making.Thisisaccompaniedbyvariousattemptsto harnessthepowerof“edutainment”asamotivatingforce,whichhasnow extendedintoallfacetsoflife,engenderingabio-politicsthattakesusinto a“clairvoyantsociety”(Neyet,2017)wherecontrolismanufacturedin waysthatareextraordinarilyillusive,impossibletoregulateorenforce. Thesystem,astheysay,is“broken.”Whatwereonceconsideredthe foundationalpillarsof“democratic”valueformation,writtenintonational constitutionsandeducationalpolicyalike,arecomingapartandbreaking downasnewformsofparanoiaandmicro-fascismsmanufacturedthrough conspiracytheoriesandpost-truthproclamationsspreadacrosssociallife. Thisisaccompaniedbya“breakdown”ofeconomicorders,whichare notaproblemforcurrentorganizationsofpowerbut,asthemostrecent pandemichasshown,anopportunityfor“innovative”pivots.Thereis somethingironicallysadaboutthebreakdownoftheglobal-supplychain duetothepandemicsothatchildrenmaynotgettheirtoys(fromChina) thisholidayseason.Thestoryhasitthatthosewithmoneytospenddidso withforceamidsttherecentpandemiclockdowns,“clicking”24hraday online,tothepointthattheshippingcontainersholdingtheir“goods”are allbackedup.Moreironicisthelaborshortagethatpreventsthemovementofsuch“goods”fromportsandharborswithlongwaitsbytruckers who,notunlikealltheother“essential”workerswhomustputtheirbody onthe(front)line(s),aresimplynotpaidwellenough,overworkedand overwhelmed.Ofcourse,forthefinancialmarkettherhetoricisthatthis isbuta“glitch”thatwillsortitselfout…soon.Suchironiesprofoundly illustratethe“houseofcards”thatthecapitalistsystembalanceson.For allthetalkofcuttingbackoilandcoalplantsduringthepaststring ofUN-sponsoredConferencesoftheParties(COPs),withnumber26 takingplaceintheUKinthefallof2021,therealityoftheglobalmarket showsthatglobalcurrenciescontinuetobetiedtotheoilmarket’ssupply anddemand,thatnaturalgascanbeusedasapoliticalweapon,andthat thereisnostoppagetobuildingcoalplantsanddiscouragingnuclear energy,whichisnowpositionedasoneofthemost“efficient”and“clean” sourcesofenergytodate.Giventhisdifficultcontext,foreducatorsthere isnosafespaceinthesetimes,noneutralgroundtostandbackon.(Was thereever?)Withparanoiaandanxietyasthedominantformsofmental pathologyinthetwenty-firstcentury,eachorganofthebodyfindsits pathtorecoveryaswellassickness:thebrainbetweenexplosiveplasticity toAlzheimer’s,thehands,fromfingerstothumbs,thefeet,fromwalking
toscooters,thestomachfromMcDonaldstosushi,theeyeswideopento “wideshut,”theface,frombeingwhitetobecomingaprobe-head,the cancerousskinthatkeepsonspreading.
Itisfromthischallengingcontextthatthisbookanditsresearchhave emerged.Originallypromptedbyalectureseriestitled“Lectureson AhumanPedagogy”heldattheUniversityofAlbertain2019/2020,2 this bookbringstogetheracollectionofthinkersinvestedingrapplingwith howpedagogymightbecomeadequatetothechallengingecological, political,social,economic,andaestheticmilieuwithinwhicheducation issituatedtoday.Thecontributorstothelectureseriesandthissubsequenteditedcollectionincludeastellararrayofthinkers,someofwhom aresituatedwithinthefieldofeducationalresearchproper(i.e.,educationalresearchersandcurriculumtheorists)andsomewhocomefrom areassuchasfinearts,mediatheory,andphilosophywherepedagogy isneverthelessamajorpartoftheirthinkingandpractice.Bybringing togetheracollectionofmulti-disciplinaryvoicestodiscuss,debate,and deviseaseriesof ahuman pedagogicalproposalsthataimtoaddress theperplexingsituationoutlinedabove,weunderstandthiscollection ofessaysasmuch-neededexperimental,albeitalwaysspeculative,always incomplete,projectionsthatmightworktochallenge,dismantle,and evenrefuseeducationalfutures-as-usual.Attendingtocontemporarycalls todecenterall-too-humaneducationalresearchandpractice,whilealso comingtotermswiththelimitsandinheritancesthroughwhichsuch callsaremadepossibleinthefirstplace,thisbookaimstointerrogate, butalsoinvent,whatwearecallingan ahumanpedagogy ,onethatmight becapableofspeculatingontheroleofpedagogyanditsfuturesona transformedandtransformingplanet.
Riffingontheconceptofthe ahuman proposedbyPatriciaMacCormack(2019),thisbookaimstopresentaboldpedagogicalproposal fortheageoftheAnthropocene.Themulti-disciplinaryanalysesand projectionsofferedinthisbookstartfromthatwagerthatthedominanceofanthropocentricthinkingandtheidentitypoliticsfromwhich suchthinkingemerges,bothofwhichpervadeeducation,requiresa
2 Tolearnmore,visit www.lecturesonahumanpedagogy.com
concertedreorientationsoastotakeseriouslythosenon-human(from critterstoanorganicelementalforces)andinhumanforces(fromartificial intelligenceandalgorithmiccomputation)thatco-constitutepedagogicallifetoday.Atthesametime,however,weassertthatthiscall forreorientation—forthedecenteringandredistributionofsubjective resources—requiresacriticallens,onethatchallengesthewaysinwhich seeminglyliberatoryapproachestoeducationalresearch(includingposthumanandpost-qualitativeones)may,infact,reproducetherationalities they(cl)aimtorefuse.Itisforthisreasonweturntotheconceptof the ahuman ,whichis,followingMacCormack(2019),exercisedasaway ofenactingsmallpedagogicaltacticsandminoreducationalradicalizationsaimedat“thinkingofwaysbeyondandwaysout,notforourselves, butfortheworld”(p.2).Inherahumanmanifesto,MacCormackis alsoconcernedwiththelimitsofpost-humanproposals,articulatinghow thepost-ofthepost-humanoftenworks,ontheonehand,toreaffirmareifiedhumansubjectthroughtranshumanistimaginingsand/or nihilistfantasiesofhumanperpetuation,andontheotherhand,picksup a“vitalisticturnwhichattemptstoreinvigorateapositiveendtoanthropocentrism”(p.11).Assuch,andespeciallyafterthedeclarationofthe small-a a nthropocene,3 MacCormackassertsthatthepost-human“seems tohaveexhausteditself”(p.11).Wherethepost-humantendstoenact researchandpracticethroughacontinuationofdemarcatingandnaming compulsions,albeitonesthatexist“after”or“beyond”the“human,” theconceptofthepost-humanhasshown“aninsipidincapabilityofthe tremendousgraceinnotknowingandinleavingbe”(p.13).Against thepost-human,MacCormackoffersthetermahumanastheimpetusto thinkandliveinwaysthatrenouncehumanprivilegethroughalternativewaysofreadingandwriting,onesthatmightmaketheveryconcept ofan“us”vulnerabletoexamination,andevenabolition.Theessays thatmakeupthiseditedcollectionaimtopracticesuchahumanways ofreadingandwritinginordertoactivatepedagogicalforcesandtrajectoriesthatdonotseektosolvecurrentcrises,educationalorotherwise, butinsteadendeavortowardshatteringthepresuppositionstheundergird humanist(andpost-humanist)education.Theaimhereisnottoreinventeducationinthenameof“better”humanfutures,buttodismantle
3 PatriciaMacCormackdeliberatelydoesnotcapitalizetheainanthropoceneinorder toenactanahumaninterventionintotheterm,onethatworkstowardsdismantlingthe dominanceofthehuman,oranthropos,atitscenter.
andforsakehumanprivilege“sothateachexpressionoflife,human andnonhuman,hasagreatercapacityforexpressionandliberty,and theearth’smultipleenvironmentshaveachanceatoneofmanyvaried alternativepresentsandfutures”(MacCormack, 2019,p.ix).MacCormackmakesherowncallsfortheformsof“lettinggo”and“leavingbe” thatmightenablesuchunthoughtexpressionclear;specifically,hermanifestoisacallforactivismsthat“practiceabolitionistveganism,ceasethe reproductionofhumansanddevelopmodesofexpressionbeyondanthropocentricsignifyingsystemsofrepresentationandrecognition[soasto generate]careforthisworldatthistimeuntilwearegone”(p.10).While someofthechaptersinthiscollectionextendandexperimentwiththese demandsinrelationtoquestionsofpedagogyandeducation,itisthis lastpoint—thedevelopmentofmodesofexpressionthatmightgenerate carefor this world—thathascatalyzedthiscollectionofahumanpedagogicalproposals.Whatthisbookaimstoarticulatethroughtheconcept oftheahumanis,inthisway,notjustanapplicationortransposition ofMacCormack’sdemandsintoeducationaldomains,butinsteadaset ofpedagogicalexperimentscommittedto“nolongerargu[ing]likea human”(MacCormack, 2019,p.ix).Theahuman,inthissense,doesnot offeranysortoftemplate,nordoesittakeforgrantedthepromiseofoptimisticeducationalfuturesandthe“GoodAnthropocene”vibesonwhich theyarefounded.Instead,theahumanasaconcepttothinkwithand thinkthrough“celebratesanddemandsimaginationandcreativityinan increasinglyimpossibleworld”(p.11).Perhaps,inthiswaytheahuman mighthelptostaveofftheweightofnihilismthatdragsthoughtinto apocalypticscenarios,while,atthesametime,facinghead-onthemore andmorelikelypossibilityofextinctionthatnowthreatensthespecies Homo
Thismulti-disciplinaryexperimentinahumanpedagogiesfortheageof theAnthropocenehasbeenorganizedinthreemainsections: Conjuring anAhumanPedagogy , MachinicRe/distributions and Non-pedagogiesfor UnthoughtFutures .Inthefirstsection—ConjuringanAhumanPedagogy —wegathertogetheraselectionofahumanponderingsthatfocus specificallyonthequestionofpedagogyandeducationaltransformation. ThissectionopenswithachapterfromPatriciaMacCormack,whooffers aspeculativeaccountof“AhumanOccultPedagogyinPractice.”Inthis openingchapter,MacCormackunfoldsthewaysinwhichthecompulsory andcomplexaffectsofourinterspecies,Earthlybelonginghavebecome
overcodedbyimpulsesforanthropocentricmodesthatcontinuetoprivilegethehumanasacenteringforce.Againstsuchimpulses,MacCormack turnstoan“ahumanartistry”thatendeavorstowardinstigatingoccult practicesofpedagogythatputcreativityfirstinthenameof“belief withoutdogma,hopewithoutgoal.”Followingthisentry,thesection thenproceedsthroughthreeessaysthatexploreahumanpedagogiesin relationtoparticularsitesofeducationandcurriculum.Inhischapter titled“TheLiteracySituation:EducationandtheDispersalofPolitics,” NathanSnazadrawsonfeministworkondataandanahumanapproachto thepoliticsofliteracyinorderprovokeattunementsto“educationalsituations”asdiffusesitesofmore-than-humanpoliticalcontactfromwhich “humans”(andthosemarkedasinhumanorless-than-human)aregenerated.InCathrynVanKessel’schaptertitled“Educational(Im)possibilities DuringtheNecrocene:Ontological(In)securitiesandanAhumanistExistentialism?”sheexploresthetensionsandim/possibilitiesofenacting anahumanexistentialismamidsttoday’snecropoliticalmilieu.Bringing togetherdevelopmentsinterrormanagementtheory,decolonialpedagogies,andsocialstudieseducation,vanKesselexaminestheroleof pedagogyingrapplingwiththepotentialextinctionofthehumanspecies (amongotherspecies)aswellasthe(human)limitsofcomprehending thisdemise.Asafinalentryforthissection,MarcHigginsoffersachapter thataims“TowardsanUnsettlingHauntologyofScienceEducation,” onethatexamineshowscienceeducationcontinuestobehauntedbythe (re)apparitionofthequestionofwhereto“begin”withIndigenouswaysof-living-with-nature.Inthischapter,Higginsaddressestheghostsof settlercolonialinjustice,nottorepairthepastbutto(re)imagineafuture justiceto-come.Asablocofaffects,thesefouressaysactas“forcework” tomoveeducationalthoughtintorecessesthatareusuallynotconsidered withinapedagogicalcontext,namelytheoccult,thecomplexityofliterary situations,necropolitics,andthehauntologyofapparitions.
Thesecondsectionofthebook—MachinicRe/distributions —takes acloserlookatthequestionofmachinicsubjectivityandpedagogical possibilityastheyaresituatedwithintoday’stechnologicalassemblages andmachinicvisionings.Thissectionbeginswithaprovocativepiece fromDelphiCarstens,whoinvestigateswaysinwhichthe“technologicalsublime”mightbeproductivelyundomesticatedinhischapter titled“MappingEntanglement:MobilisingtheUncanninessofMachineVision.”DrawingontheartisticworkoftheOrphanDriftcollectiveand theartistMerRoberts,Carstensexperimentswiththewaysinwhich
machine-enhancedvisionmightbepedagogicallyredeployedinorder togenerateanethico-aestheticparadigmthatworkstowardtherealizationofmore-than-humanfutures,onesthatlingerbeyondthepall ofmechanically-producedextinction.InAdrianaBoffa’schaptertitled “TransversingDigi-SpacesandNewcomerYouthEncounters:ConsideringaMinoritarianPoliticsOnline,”thequestionofmachinicsubjectivityisposedonceagain,thistimeinrelationtothepossibilityfor youthtocreatecounter-responseswithinthedigi-spacestheyaresooften situatedtoday.DrawingonDeleuzeandGuattari,Boffaaimstothink through,andwith,youthinteractioninonlinespacesintermsofdesirein ordertoexamineandexperimentwiththeconditionsforpossibleminoritarianbecomingsonline.ChristinaBattle’schapter“PracticingtheFuture Together:Power,SafetyandUrgencyintheDistributedModel”isthe finalentryinthissection,andaimstoteaseapartanetworkofBIPOC artistsandcreatorsthatrunparallelto,butalsooutofthepurviewof, formalartisticandacademicsectors.Lookingtothedistributednatureof theinternetasatoolthatbothlimitsandfacilitatesthepossibilityofsuch anetworktoexistinthefirstplace,thischapteraimstoexperimentwith thewaysinwhichonlinenetworks,particularlythosethatremaininvisible todominantorganizationsofpower,mightcometobeseenasimportantsitesofeducationintheirownright.Whilevariedintheirahuman proposalsandexperiments,eachofthesechapterstargetsthe“dividualization”oftechnologyandwhatmightbedonetopushbackbyworking withitandagainstitinwaysthatmightfool,betray,overload,and/or refusetheveryalgorithmsthathavebeendesignedforcapture.
Thecontributionstothefinalsection—Non-pedagogiesforUnthought Futures—taketheoptimismof(Good)Anthropocenetrajectoriesheadon inordertodevelopaseriesofnon-pedagogicalcounter-speculationsthat takeseriouslytodayandtomorrow’seraofecocatastrophe.Thesection beginswithadialogueledbyAndrewCulptitled“‘Against’Education: ARoundtableonAnarchyandAbolition,”whichfeaturesadiscussion betweenCulp,JessieL.Beier,VickyOsterweil,andJoseRosales,who drawconnectionsbetweeneducation,socialtransformation,andabolitionintheirconversation.Thisdialogueexploresthewaysinwhich educationfits(ornot)withinterrainsofabolition,leadingtoconsiderationsofwhethercontemporaryformsofschooling,andperhapseven educationitself,mightbesomethingtobeabolished.Followingthis discussion,PetraMikulanandJasonJ.Wallin’schaptertitled“Terminal
Protagonism:NegationandEducationintheAnthropocene”counteractualizesthefamiliarimpulseswithincurriculumthoughtwhereinthe powersofaffirmationandcommitmentstoredemptiveoptimismare takenasgiven“facts”oftheworld.Assertingthateducationalthought todayhasbecomeoccupiedbytheautomaticgestureofprotagonism, thischapterassumesnegativityasa“fatalstrategy”forintensifyingpracticesofnegationthatmightbemoreadequatetothelong-termeffects ofenvironmentalcollapse.Inhischaptertitled“TheCosmoecoartisan: AhumanBecomingsintheAnthropocene,”janjagodzinskialsoexperimentswiththeroleofnegationandthepotentialfornon-pedagogical, ahumanbecomings,thistimethroughtheconceptualpersonaof“the cosmoecoartisan.”Thischapteroffersamind-bendingattempttoprovide adirectionforfacingthesmall-a a nthropoceneerathroughthecreation ofahumanbecomings,whichareexploredindiagrammaticrelationtothe conceptofanorganiclifeasdevelopedbyDeleuzeandGuattari.Inafinal chaptertitled“AhumanManifestations:WhenThereIsNoOutside(or, ALong,GoodSigh),”andbywayofconcludingthecollection,Jessie Beierprobesthelimitsofeducationaltransformationthroughthespeculativefigureofthesigh.Contrastingthesighwithdominantfiguresof transformativeexpression,suchasthemanifesto,thesighisofferedhere asaweirdprefigurativeformforpedagogicalresistance,onethatreveals anasignifying,ahumancosmicitythatnecessitatesunthoughtpracticesof pedagogical“givingup.”Thislastsection,then,attemptstoventureinto theunthoughtdimensionsofahumanpedagogyasawayofrecognizing, perhaps,thatacertainexhaustionhasbeenreached,whichthefinalessay’s “sigh”asksitsreaderstoconsider.
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Barbiero,G.,&Berto,R.(2021).Biophiliaasevolutionaryadaptation: Anonto-andphylogeneticframeworkforbiophilicdesign. Frontiersin Psychology .Publishedonline2021July21. https://doi.org/10.3389/fpsyg. 2021.700709
Deleuze,G.(1992).Postscriptonthesocietiesofcontrol. October,50 ,2:3–7. Gibson,K.,BirdRose,D.,&R.Fincher(Eds.).(2015). Manifestoforlivingin theAnthropocene .Brooklyn,NY:PunctumBooks.
Hamilton,C.(2016).Thetheodicyofthe‘GoodAnthropocene.’ Environmental Humanities,7 (1):233–238.
Haraway,D.(2003). Thecompanionspeciesmanifesto:Dogs,people,andsignificant otherness .Chicago:PricklyParadigmPress.
Kellert,S.R.(2009).Biodiversity,qualityoflife,andevolutionarypsychology. InO.E.Sala,L.A.Meyerson,&C.Parmesan(Eds.), Biodiversitychange andhumanhealth:Fromecosystemservicestospreadofdisease (99–128). Washington,DC:IslandPress.
Kellert,S.R.(2018). Naturebydesign.Thepracticeofbiophilicdesign. New Haven,CT:YaleUniversityPress.
MacCormack,P.(2019). Theahumanmanifesto:Activismfortheendofthe Anthropocene. NewYork:BloomsburyAcademic.
Neyrat,F.(2017).Occupyingthefuture:Timeandpoliticsintheeraofclairvoyancesocieties.InS.Wirzgall&K.Stakemeier(Eds.), Thepresentofthe future (79–95).Zurich:Diaphanes.
Pedersen,H.(2013).FollowtheJudassheep:Materializingpost-qualitative methodologyinzooenographicsspace. InternationalJournalofQualitative StudiesinEducation, 26 (6):717–731.
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Ifwearetoimaginewaysinwhichtheglitteringdesiretonavigatethe worldquickenedintowhatwenowunderstandasknowledge,andfrom thereitsimpartment,weexistinathoroughlymodern,orpostmodern, (thoughtheseareincreasinglyinterchangeableascapitalismandlatecapitalism),techneofpedagogy.FromDescartesandRousseau,wereceive aformofknowledgeasthoroughlyanthropocentricepistophilia.In Descartes,thisisknowledgeasjudicial,curiosityovertakenbyatrophyas enforcement.Or,indeedexistencethrough/asknowledge.InRousseau, equalityisde-monarchicalbutadamantlynotequitableandmakesthe foundationsofthenewhierarchyofanthropocentrismaboveallasadivine testamentwiththeMan-Godhimselfpassingtheorder.Amongmany others,ultimatelystillattachedtodivinemonotheisticideals,justwitha louderreal-lifeGodinMaleWhiteEuropeanAbleMan,Descartesand RousseausetastageforcontemporaryContinentalPhilosophythatsees manliberatedinsofarashehadbecomehisowngod,andknowledgewas
P.MacCormack(B)
HumanitiesandSocialSciences,AngliaRuskinUniversity,Cambridge,UK e-mail: patricia.maccormack@aru.ac.uk
©TheAuthor(s),underexclusivelicensetoSpringerNature SwitzerlandAG2022
J.L.Beierandj.jagodzinski(eds.), AhumanPedagogy,PalgraveStudies inEducationalFutures, https://doi.org/10.1007/978-3-030-94720-0_2
hisdivineright,spanninglaw,science,moralityand“nature”inthatthe resonancesofvaluesofallwereself-servingandimposedwithoutclaim tosubjectivemotives.Whileselectedastwoofpotentiallymanyphilosophers,theseexamplesemergeinamilieuofmodernitywheretheworld existsforandinspiteof“knowingbetter”somehowbecauseofhumans— the“good”thingsarehuman,andthosethatmustbetamedinhumanor nonhuman,vindicatingcolonialgenocide,ecocide,femicide,andtheriocide.Epistemologicalarenasareclaimeddiscretebutarenot,because theanthropocentricvaluesresonate.Theanthropocentricvalueswagewar uponthenonhumans.Thosehumanswhodonotpass—women,nonwhitepeople,disabled,queer—musteitheremulateandsufferanywayor beannihilated.Knowledgeisawaronnon-anthropocentrism.Inother words,andasSerres(1995)writes:
scientificknowledgeresultsinthepassagethatchangesacauseintoathing andathingintoacause,thatmakesafactbecomealaw,defactobecome dejureandviceversa.Thereciprocaltransformationofcauseintothing andoflawintofactexplainsthedoublesituationofscientificknowledge whichis,ontheonehand,arbitraryconventionandisallspeculativetheory andontheotherhand,thefaithfulandexactobjectivitythatunderlies everyapplication.(p.22)
AccordingtoSerres(2000),modernityisdefinedbythisparticular entropy(p.37):“[t]heCartesianfigurerefersbacktoEuclid’sgeometry,itisametricsdominatedbythealgebraofproportions.Metered, masterable.Themasterandpossessorofnaturemetricateshisspace.The Venutiancontractleavesitasitis,venturesomeandcomplex”(Serres, 2000,p.51).SerresstatessimplythattheOrderofMarsistheOrder ofKnowledge,aviolentbattlefield,whiletheOrderofVenus,theOrder ofLove,isoneofsimultaneouscuriosityandwhatSerrescallsgrace,the leavingbeofthingsastheirownebbsandflows,withoutatrophyingthem intoobjectsandfurthervalues,hierarchicalplaces,andjudiciaryproperty. ThisresonateswiththealternativetoCartesian/Rousseauianconflations ofhumanknowledgewithtruthorfact;Spinoza’sethicsofrelationality andbeingnessinandofitself.Spinoza’sethicsisofuniversalfluidity whereallmatterissimplyasingularmanifestationofthesamemateriality,comingfromhis“God,”ortheworld,orenergytranslatedintoa morepostmodernparlance.WhatmattersinSpinoza’smaterialityarethe
infiniterelationsbetweenenergiesandentitiesasjoyfulorpainful,energizingordiminishing.Allisalreadyrelational,nooppositionexistsperse, andnoorderingoftheworlddividesthings,becausethingnessisfoundas muchinrelationsbetweenasuntoathing’sself.ThisisnecessarilyVenutian,aquestionofwhatkindoflovecomeswithrelationalflows,thatof energizinglibertyordiminishment?TheOrderofMarsintheknowing oftheworldisnotonlydialecticbutisomorphicallyso,alwaysadominatororenforcerandanunknowableotherwhowillbeknown,willbe insertedintoanthropocentrictaxonomy,andifhuman,whowilllearnthe systemorbeexcludedbyitattheirperil.Learninghowtoknowtheworld isviolent,enforced,enactinganalienationfromcapacityforcompassion andgraceinexchangeforamasteryoftheworldwithoutathoughtfor thehubristicnarcissismoftheselfthatvindicatesit.TheOrdersofMars andVenusarenotsomuchoppositionalasoperationalalongdifferent lawsofphysicsorperhapsalawandalawlessness.Theformerexhibitsa particularlyanthropocentrictendencytoatrophy.Anorganism’s“thingness”isdeniedvariability,mutability,andiscategorizedwithinseemingly (butnotactually)infinitesimalstratathatarealwaysgeopoliticalintheir layering,fornostrataiswithoutsomeassociatedvalue,increasinglycapital value.Resonantly,theactofimpartingknowledge,thestructuringof performingknowledgeexchange,isanexchangeofwillforobedience andmutabilityforanthropocentricbenefit.
Variousterms,reminiscentofAlthusserianideology,emergeasanthropocentricjudiciaryvindicationsforimmutability—logic,commonsense, fact,ultimatelytruth.Truthinpostmodernandespeciallyposthuman worldsisstillameaningfulterm.Thereistruthinactualdeath,actual suffering.Itisoftenphenomenaleastconvertibletolanguagethathave cometodescribeposthumanunderstandingsoftruth.Thedeathoftruth lamentedbylogocentricsduetotheperceivedevilsoftherelativitythat definespostmodernityistruthbelongingtotheuniversalizingconcepts ofenlightenmentanthropocentrism—convenientclaimsthatmergethe scientificwiththejudicialtoensurethecontinuedsupremacyofcertain humanswhohelmandmeterouttruthanditsconsequencesattheir whimorfortheirbenefit.Thestructureandcontentofanthropocentrism’sOrderofVenusarenotquiteatrophiedwithinthemselves,asthey areflexibleenoughtoadapttruthstothemaintenanceofpower.The desireforatrophyistheatrophiedconsistency.Knowledgeanditsassociatedpedagogicstructuresaredesiredtoseematrophiedsotheycannotbe contestedunlessbytheappropriateinterlocutorswithintheappropriate
territories,andwhetherthosearethelaboratoryorthecourthouseorthe battlefield,theorganizationoftheterritories’differencesmatterlessthan theatrophiedconsistencyofthegoalsandaims,whichistheretention ofanthropocentricsupremacy.FrancoBerardi(2015)definestheflexible atrophyofsemiocapitalisminasimilarway:
Inthesphereofthemarket,thingsarenotconsideredaccordingtotheir usefulness,butonlyintermsoftheirexchangeability.Similarlyinthe sphereoflanguage,wordsareexchangedandvaluedaccordingtotheir performativity,thatis,theirpragmaticefficacy…Latecapitalismistransferringthemilitarylogicofmobilizationintothesphereoftheeconomy: work,productionandexchangeareallabattlefieldwhoseonlyruleis competition.(pp.25–26)
TheOrderofMarsmoves,ohyes,butthenon-object,non-goal,nonaimissimplytorise,toattainthetopofthehierarchy—successisdefeat, victoryismeasuredbythatwhichisbeneath.Andintheabstractionof thesignifiedsthatsemiocapitalismperforms,theexcessofemptinessthat accumulatesandcrownsthevictorswithmeaninglessnumbersandownershipsanddesignationsofcontrolarefarfrommaterialrealities,butof coursetheiraffectsleadtotheposthumantruthsofenfleshedsuffering anddeaththataresignifiedsalonewithnocapacityforsignifiers—the unspeakablebutdevastatinglyreal.
Knowledgeofthingsinlatecapitalismcollapsesvalue(alreadydenying anythingtheirshivering,intangiblehaecceity)andexchangeability(where everythinghasan“owner,”a“master”).Inthebattlefieldforlate capitalism,anthropocentrismisfoundineveryrealm,eventhosewho retainacapacityforVenutiancompassion.Activism,ecologicalwork,art, andpedagogyareepistemicperformativewords.Theirseparationfrom science,justice,politics,andthemilitaryhasalwaysbeenknowntobe arbitrary(expectperhapsinthecurrentacademiccrisisofdefunding theHumanities).Whatmattersisnotsomuchtheepistemeitselfas thetechniquesdeployedinthesharingofideasasanactofgracious compassionatecuriosity.Muchcontemporaryactivism,art,andanyfieldworkaffiliatedwithacademiaisdefinedbyfunding,projectprioritization andcompetitionwherefellowworkersareenemiesandnolongercollectives.Sustainabilityisanidiotmythwithhumaninterestatitscore;it isnolessamilitarytacticthanwar.Freakonomics,xenofeminism,even identitypoliticswithinsocialjusticeallre-centralizetheegooftheself,