ABSTRACT
Education must accept its responsibility to prepare eco-conscious citizens, compassionate, relational people, who will live in harmony within the more-than-human world. Ecosophical education does not separate humans from their environment. It views each Being on the planet as an interaction. One of the criticisms of an ecosophical approach to the theory and practice of education, is that it is resistant to application. Teaching in the Anthropocene thrusts the legal, ethical, moral and intergenerational obligations of in loco parentis into question. Although the affective dimensions of learning have traditionally been the domain of those in educational psychology, the Anthropocene calls into question attempts to separate learning from its emotional charge. In neoliberal frames, learning is associated with economic success and the acquisition of material goods. It dissuades students and teachers from critiquing the same economic system which is responsible for ravaging the planet. The chapter also presents an overview on the key concepts discussed in this book.
