Educating for the Anthropocene: Rethinking Science

homage to myopic knowledge systems, rigid state education directives, and

academic-professional communities intent on reproducing the same practices,

knowledges, and relationships that have endangered our shared world and

shared presents/presence is not where educators should be investing their

energy. For example, the forces and flows of science education render the

Anthropocene an epistemological object to be learnt about rather than with

or through such that it might implicate the learner (Gilbert, 2016). Science

education does not (and cannot not in its current forms) meet the needs of

the post/human moment(s) in which we find ourselves.

This work continues the transdisciplinary project of transforming the ways

communities inherit science education. Specifically, authors were invited not

to fit questions of the Anthropocene into science (or) education but rather

attend to their cross product(ion). In other words, authors attended to

the proliferation of possibilities and (re)orientations made possible through

reading these dialogically rather than dialectically. Not unlike de Freitas et al.

(2017), "we hope this cross product... amplifies the philosophical insights

from each, stretching scholarship in new directions and across disciplines"

(p. 551). Throughout the book, authors nurture productive relationships

between science education and fields such as science studies, environmental

studies, philosophy, political science, the natural sciences, Indigenous studies,

feminist studies, critical race studies, and critical theory in order to provoke

a science education that actively seeks to remake our shared ecological and

social spaces in the coming decades and centuries. After Stengers (2018), we

exclaim that "another science [education] is possible!"-but also necessary in

rethinking and regenerating our world yet-to-come.