Environmental Philosophy

Pieter Bruegel: Hunters in the Snow (1565) Photo credit: Wikimedia Commons

Amidst current ecological crises such as global warming and sixth mass extinction, philosophical questions about the foundations and aims of education are increasingly pertinent. Educators are key actors in building a future society for the next generations. Adjustments to our lifestyles, e.g., consuming more eco-friendly products, are recommendable, but insufficient. The undergirding ideas of consumer society, capitalism, good person, and good life need to be reconsidered. Human beings have operated on the assumption of separation of the human sphere from the spheres of nature’s ecosystems. This kind of thinking is ingrained in our educational thought and curriculums as well. Research in POISED analyzes, from various theoretical angles, the deep-rooted ecological problems in educational thinking and considers ways of changing education towards ecological sustainability. Philosophical inquiry is vital in different kinds of ecologically and ecosocially inclined projects which foster environmental awareness and imagination.

Ongoing projects in Environmental Philosophy

Activism Beyond Hope and Despair: Possibilities of Self-Cultivation in an Age of Environmental Crises

Ecosocial Philosophy of Education

Towards a More Sustainable Self-Education with Martha Nussbaum’s Neo-Stoic Theory of Emotions

Dark Ecology and Environmental Education: Disavowed Knowledges

Publications under this theme:

Mansikka-Aho A., Saari A., Lätti J., Eskola J. 2018. ”Se vaikenee, joka pelkää” : Ilmastonmuutos traumaattisena tietona. In J. Eskola, I. Nikanto & S. Virtanen (Eds.) Aikamme kasvatus: Vain muutos on pysyvää? 14 eläytymismenetelmätutkimusta. Tampere: Tampere University Press, 187-210.

Raus, R & Värri V.-M. 2017. Teacher ecological self: An ontological journey towards transformative sustainability. In Corcoran Peter Blaze, Weakland Joseph P, Wals Arjen EJ (eds.) Envisioning futures for environmental and sustainability education. Wageningen: Wageningen Academic Publishers, 103–116.

Pulkki, J. 2020. Varsinainen minä ja henkisyys ekososiaalisen kasvatusfilosofian aspekteina. Kasvatus 51 (3), 303–316.

Pulkki, J. & Pulkki, J. & Vadén, T. 2019. Ekoterveyskasvatuksen luonnos. Alue ja ympäristö Vol. 48 (2)

Pulkki, J., Varpanen, J., Mullen, J. 2020. Ecosocial Philosophy of Education: Ecologizing the Opinionated Self. Studies in Philosophy and Education. https://link.springer.com/article/10.1007/s11217-020-09748-3

Saari, A. & Mullen, J. 2020. Strange Loops, Oedipal Logic, and an Apophatic Ecology:
Reimagining Critique in Environmental Education. Educational Philosophy and Theory. Online first version: https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1829466

Saari, A. & Mullen, J. 2018. Dark Places: Environmental education research in a world of hyperobjects. Environmental Education Research. Online first version:.

Saari, A. 2018. The Experience of the Uncanny as a Challenge for Teaching Ecological Awareness. In  R. Foster, J. Mäkelä & R. Martusewicz (Eds.) Art, EcoJustice, and Education: Intersecting Theories and Practises. New York: Routledge, 36-46.

Saari, A. & Värri, V.-M. 2017. Outoja muukalaisia: Hyperobjektien aika ympäristökasvatuksen haasteena. Kasvatus 48 (5), 403-314.

Sivenius, A. & Värri, V-M & Pulkki, J. 2018. Ekologisemman sivistysajattelun haasteita aikamme taloudellistuneessa arvoympäristössä. Teoksessa Heikki Silvennoinen, Mira Kalalahti, Janne Varjo (toim.) Koulutuksen lupaus ja koulutususko: Kasvatussosiologian vuosikirja II, 101-125. 

Värri, V.-M. 2018. Kasvatus ekokriisin aikakaudella. Tampere: Vastapaino.