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Exhausted: Education and the Response to the Planetary Crisis

Standish, P; (2020) Exhausted: Education and the Response to the Planetary Crisis. Journal of Philosophy of Education , 54 (4) pp. 927-943. 10.1111/1467-9752.12490.

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Abstract

The climate crisis is of a severity that fills many with a sense of hopelessness. The modest steps that ordinary citizens can take to reduce energy consumption and waste seem futile in relation to the massive changes that are needed from governments and industry, and inertia often results. The responses of philosophy and education have been conscientious and constructive in many respects, but again these endeavours are overwhelmed by the intransigence of economic interests. Perhaps because of this, such responses are in danger of becoming self‐referential expressions of right‐mindedness or nostalgic appeals for a simpler, more natural world. The discourse betrays signs of exhaustion—an exhaustion that seems to match the exhausted condition of the planet. The present discussion offers no easy solutions but asks what might be the best way to live in relation to such circumstances and how education might contribute to this.

Type: Article
Title: Exhausted: Education and the Response to the Planetary Crisis
DOI: 10.1111/1467-9752.12490
Publisher version: https://doi.org/10.1111/1467-9752.12490
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10112900
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