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Towards Critical Environmental EducationOur Human-Centeredness Is Killing Us: A Case for Indigenizing Diversity Education

Towards Critical Environmental Education: Our Human-Centeredness Is Killing Us: A Case for... [This chapter offers foundational considerations for recognizing the important nexus between environmental education, diversity education, and the absence of critical reflection on the differences between Indigenous and dominant worldviews. Its primary focus is on the problem of anthropocentrism, using philosophical, spiritual (worldview), education, and policy orientations that reflect its influence. The goal is to emphasize how it is a foundational cause for disrespecting biodiversity as well as, ironically, diversity among human beings. We submit that prejudice begins with ignoring, dismissing, or sidestepping Indigenous worldview perspectives in education relating to emphasis on respect for all sentient beings and the belief that most everything can be seen as sentient. This critique includes progressive educational movements such as critical pedagogy and holistic education where boundaried relationships between human and other-than-human entities are taken for granted and humans are understood to be separate from nature. Part One offers examples of the wide philosophical support for a human-centered world from ancient to contemporary philosophers. Part Two describes nonanthropocentric assumptions that exist as outliers in the world, especially those still embraced by traditional Indigenous cultures, which stem from how we lived for most of human history and how it is being dismissed or worse in mainstream living. The third section speculates what educators can do to bring forth nonanthropocentrism education in schools and on how leaders versed in such education might implement real-life policies accordingly.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Towards Critical Environmental EducationOur Human-Centeredness Is Killing Us: A Case for Indigenizing Diversity Education

Part of the Critical Studies of Education Book Series (volume 14)
Editors: Gkiolmas, Aristotelis S.; Skordoulis, Constantine D.
Arrows, Four; Fowler, Henry; Rogers, Katrina S.; Willis, David Blake
Towards Critical Environmental Education — Nov 4, 2020
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References (19)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2020
ISBN
978-3-030-50608-7
Pages
97 –112
DOI
10.1007/978-3-030-50609-4_7
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter offers foundational considerations for recognizing the important nexus between environmental education, diversity education, and the absence of critical reflection on the differences between Indigenous and dominant worldviews. Its primary focus is on the problem of anthropocentrism, using philosophical, spiritual (worldview), education, and policy orientations that reflect its influence. The goal is to emphasize how it is a foundational cause for disrespecting biodiversity as well as, ironically, diversity among human beings. We submit that prejudice begins with ignoring, dismissing, or sidestepping Indigenous worldview perspectives in education relating to emphasis on respect for all sentient beings and the belief that most everything can be seen as sentient. This critique includes progressive educational movements such as critical pedagogy and holistic education where boundaried relationships between human and other-than-human entities are taken for granted and humans are understood to be separate from nature. Part One offers examples of the wide philosophical support for a human-centered world from ancient to contemporary philosophers. Part Two describes nonanthropocentric assumptions that exist as outliers in the world, especially those still embraced by traditional Indigenous cultures, which stem from how we lived for most of human history and how it is being dismissed or worse in mainstream living. The third section speculates what educators can do to bring forth nonanthropocentrism education in schools and on how leaders versed in such education might implement real-life policies accordingly.]

Published: Nov 4, 2020

Keywords: Religion; Deep sustainability leadership; Anthropocentrism; Traditional indigenous wisdom; Diversity and inclusion; Worldview; Critical pedagogy; Holistic education; Philosophy; Complementarity; Other-than human

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