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Jonas Andreasen Lysgaard

Dark pedagogy–speculative realism and environmental and sustainability education

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Dark pedagogy–speculative realism and environmental and sustainability education. / Lysgaard, Jonas Andreasen; Bengtsson, Stefan.

In: Environmental Education Research, Vol. 26, No. 9-10, 2020, p. 1453-1465.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Lysgaard, JA & Bengtsson, S 2020, 'Dark pedagogy–speculative realism and environmental and sustainability education', Environmental Education Research, vol. 26, no. 9-10, pp. 1453-1465. https://doi.org/10.1080/13504622.2020.1739230

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Author

Lysgaard, Jonas Andreasen ; Bengtsson, Stefan. / Dark pedagogy–speculative realism and environmental and sustainability education. In: Environmental Education Research. 2020 ; Vol. 26, No. 9-10. pp. 1453-1465.

Bibtex

@article{2c64787545604552b51fbc6abae1f27f,
title = "Dark pedagogy–speculative realism and environmental and sustainability education",
abstract = "This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.",
keywords = "dark pedagogy, Environmental and sustainability education, hyperobjects, object oriented ontology, speculative realism, P{\ae}dagogisk filosofi",
author = "Lysgaard, {Jonas Andreasen} and Stefan Bengtsson",
year = "2020",
doi = "10.1080/13504622.2020.1739230",
language = "English",
volume = "26",
pages = "1453--1465",
journal = "Environmental Education Research",
issn = "1350-4622",
publisher = "Routledge",
number = "9-10",

}

RIS

TY - JOUR

T1 - Dark pedagogy–speculative realism and environmental and sustainability education

AU - Lysgaard, Jonas Andreasen

AU - Bengtsson, Stefan

PY - 2020

Y1 - 2020

N2 - This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.

AB - This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.

KW - dark pedagogy

KW - Environmental and sustainability education

KW - hyperobjects

KW - object oriented ontology

KW - speculative realism

KW - Pædagogisk filosofi

UR - http://www.scopus.com/inward/record.url?scp=85081752397&partnerID=8YFLogxK

U2 - 10.1080/13504622.2020.1739230

DO - 10.1080/13504622.2020.1739230

M3 - Journal article

AN - SCOPUS:85081752397

VL - 26

SP - 1453

EP - 1465

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1350-4622

IS - 9-10

ER -