Education for planetary well-being
Aaltonen, V. A., Hiljanen, M., Layne, H., Lehtonen, A., Löyttyniemi, M., Mykrä, N., Virtanen, A. S., & Heikkinen, H. L. (2024). Education for planetary well-being. In M. Elo, J. Hytönen, S. Karkulehto, T. Kortetmäki, J. S. Kotiaho, M. Puurtinen, & M. Salo (Eds.), Interdisciplinary Perspectives on Planetary Well-Being (pp. 246-258). Routledge. https://doi.org/10.4324/9781003334002-24
© 2023 the Authors
The aim of this chapter is to present how education can promote planetary well-being as well as what the adoption of the planetary well-being means for education. The main objective is to explore theoretical perspectives on the new concept education for planetary well-being by examining its underlying philosophical assumptions and by introducing related approaches in the field of education. There exist several initiatives and frameworks that have aimed to make education more sustainable and just, but many of these are based on the concept of sustainable development and have considerable limitations regarding their potential to address the ecological crisis and bring about urgently needed societal changes. Some of these frameworks, however, offer significant resources and are fruitful starting points for interrogating education for planetary well-being as a concept. Essential to education for planetary well-being is the concept of dialogue, which we examine both as an ontological principle and as a pedagogical practice. As a conclusion, education for planetary well-being is argued to be a pathway for replacing the traditional anthropocentric humanism with a wiser form of humanity. ...
Parent publication ISBN978-1-032-36828-3
Is part of publicationInterdisciplinary Perspectives on Planetary Well-Being
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Related funder(s)Academy of Finland; European Commission
Funding program(s)Academy Project, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThe writing of this chapter has been supported by the following research funding: Academy of Finland, Wisdom in Practice project, funded under grant agreement 351238 for Hannu L.T. Heikkinen, Niina Mykrä, and Anu S. Virtanen; European Union’s Green Deal/Horizon 2020 Research and Innovation Programme, ECF-4CLIM project, funded under grant agreement 10103650 for Hannu L.T. Heikkinen, Niina Mykrä, and Anna Lehtonen; Jyväskylä University School of Business and Economics, Grant for doctoral research for Meri Löyttyniemi; Ministry of Education and Culture of Finland, KESTO project, funded under grant agreements OKM/239/523/2020 and OKM/117/523/2020 for Hannu L.T. Heikkinen and Anu S. Virtanen; Wihuri Foundation,grant for doctoral research for Valtteri A. Aaltonen. ...
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