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Jonas Andreasen Lysgaard

The Horror of Education: Dark pedagogy and Education for Sustainable developement

Research output: Contribution to conferencePaperResearchpeer-review

Standard

The Horror of Education: Dark pedagogy and Education for Sustainable developement. / Lysgaard, Jonas Greve.

2016. Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark.

Research output: Contribution to conferencePaperResearchpeer-review

Harvard

Lysgaard, JG 2016, 'The Horror of Education: Dark pedagogy and Education for Sustainable developement', Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark, 04/02/2017 - 05/02/2017.

APA

Lysgaard, J. G. (2016). The Horror of Education: Dark pedagogy and Education for Sustainable developement. Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark.

CBE

Lysgaard JG. 2016. The Horror of Education: Dark pedagogy and Education for Sustainable developement. Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark.

MLA

Lysgaard, Jonas Greve The Horror of Education: Dark pedagogy and Education for Sustainable developement. Dansk Filosofisk Selskabs Årsmøde 2016, 04 Feb 2017, Copenhagen, Denmark, Paper, 2016. 12 p.

Vancouver

Lysgaard JG. The Horror of Education: Dark pedagogy and Education for Sustainable developement. 2016. Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark.

Author

Lysgaard, Jonas Greve. / The Horror of Education: Dark pedagogy and Education for Sustainable developement. Paper presented at Dansk Filosofisk Selskabs Årsmøde 2016, Copenhagen, Denmark.12 p.

Bibtex

@conference{ca38629ecc484937955feba9feb13a42,
title = "The Horror of Education: Dark pedagogy and Education for Sustainable developement",
abstract = "Eugene Thacker, in his 2011 book In the dust of this Planet differentiates between The-world-for-us, The world-in-itself and the horrific World-without us. The world-for-us represent the project of modernity and its omnipresent lust for control of human and environment. The world-in-itself represents the failure of this project. How we never manage to obtain total control of nature and environment. How cancer hits the individual and floods the masses. We do however not have direct access to the world-in-itself, it represents itself, through natural disaster and sickness, but need to be put into words and thoughts, drawn into the-world-for-us to make sense. Thacker argues, drawing on inspiration from the horror genre that it might be possible to introduce a third notion: the traumatic idea of the world-without-us. This world-without-us can be understood through the emerging notions of post-humanism (Braidotti, 2013) or post-anthropocene (Bratton, 2013)or via the theoretical movements of e.g. speculative and transcendental nihilism speculative realism (Meillasoux, 2007; Bryant, 2013), transcendental nihilism (Brassier, 2007) . In this presentation I will discuss how these emerging ideas could influence educational perspectives on climate change, sustainability and environmental issues. How do we deal with educational issues linked to the-world-without us, and do these challenges require a certain Dark pedagogy?",
author = "Lysgaard, {Jonas Greve}",
year = "2016",
language = "English",
note = "Dansk Filosofisk Selskabs {\AA}rsm{\o}de 2016 ; Conference date: 04-02-2017 Through 05-02-2017",
url = "http://filosofiskselskab.dk/cms/index.php?page=arsmoder",

}

RIS

TY - CONF

T1 - The Horror of Education: Dark pedagogy and Education for Sustainable developement

AU - Lysgaard, Jonas Greve

PY - 2016

Y1 - 2016

N2 - Eugene Thacker, in his 2011 book In the dust of this Planet differentiates between The-world-for-us, The world-in-itself and the horrific World-without us. The world-for-us represent the project of modernity and its omnipresent lust for control of human and environment. The world-in-itself represents the failure of this project. How we never manage to obtain total control of nature and environment. How cancer hits the individual and floods the masses. We do however not have direct access to the world-in-itself, it represents itself, through natural disaster and sickness, but need to be put into words and thoughts, drawn into the-world-for-us to make sense. Thacker argues, drawing on inspiration from the horror genre that it might be possible to introduce a third notion: the traumatic idea of the world-without-us. This world-without-us can be understood through the emerging notions of post-humanism (Braidotti, 2013) or post-anthropocene (Bratton, 2013)or via the theoretical movements of e.g. speculative and transcendental nihilism speculative realism (Meillasoux, 2007; Bryant, 2013), transcendental nihilism (Brassier, 2007) . In this presentation I will discuss how these emerging ideas could influence educational perspectives on climate change, sustainability and environmental issues. How do we deal with educational issues linked to the-world-without us, and do these challenges require a certain Dark pedagogy?

AB - Eugene Thacker, in his 2011 book In the dust of this Planet differentiates between The-world-for-us, The world-in-itself and the horrific World-without us. The world-for-us represent the project of modernity and its omnipresent lust for control of human and environment. The world-in-itself represents the failure of this project. How we never manage to obtain total control of nature and environment. How cancer hits the individual and floods the masses. We do however not have direct access to the world-in-itself, it represents itself, through natural disaster and sickness, but need to be put into words and thoughts, drawn into the-world-for-us to make sense. Thacker argues, drawing on inspiration from the horror genre that it might be possible to introduce a third notion: the traumatic idea of the world-without-us. This world-without-us can be understood through the emerging notions of post-humanism (Braidotti, 2013) or post-anthropocene (Bratton, 2013)or via the theoretical movements of e.g. speculative and transcendental nihilism speculative realism (Meillasoux, 2007; Bryant, 2013), transcendental nihilism (Brassier, 2007) . In this presentation I will discuss how these emerging ideas could influence educational perspectives on climate change, sustainability and environmental issues. How do we deal with educational issues linked to the-world-without us, and do these challenges require a certain Dark pedagogy?

M3 - Paper

T2 - Dansk Filosofisk Selskabs Årsmøde 2016

Y2 - 4 February 2017 through 5 February 2017

ER -