Ecological pedagogy in the times of the Anthropocene and the anthropocentric narrative in school textbooks
DOI:
https://doi.org/10.31261/PS_P.2023.31.10Keywords:
ecological pedagogy, school textbooks, environmental ethics, anthropocentric narrativeAbstract
The ecological challenges of the Anthropocene era are an important area of pedagogical thinking and activity. Pedagogy, being a theoretical and practical science, also brings an important voice to a series of ecological debates and discourses sweeping through the scientific reality. Within the sub-discipline created on the basis of social pedagogy, which is ecological pedagogy, works were initially developed that concerned mainly the concept of upbringing to the environment, with the responsibility of the individual for the natural environment in the foreground. Today, in the era of the Anthropocene, ecological pedagogy and researchers face the task of basing the philosophical foundations of upbringing and education on environmental ethics. Hence, the aim of the article is to reconstruct the varieties of environmental ethics present in the teaching content of selected school subjects related to environmental education. The content analysis of 12 school textbooks (using the categorization key) for selected subjects from the years 2018–2022 shows the overwhelming dominance of the anthropocentric narrative, if we compare it with other versions of ecoethics (biocentric, ecocentric). It would therefore be advisable to introduce ecophilosophical education to formal education and to allow alternative biocentric and ecocentric narratives. The text deals with interdisciplinary topics in the field of philosophy, pedagogy and biology.
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