Death of the PostHuman: Essays on Extinction, Volume One

Colebrook, Claire

doi:10.3998/ohp.12329362.0001.001

Cited by 260 publications

(126 citation statements)

References 38 publications

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“…The world (Earth) as it is given and beneficial for humans is but one expression of 'life' amongst others. as Colebrook (2013) somberly comments, '[t]here was a time, and there will be a time without humans' (p. 32).…”

Section: Research In a More Than Human Worldmentioning

confidence: 95%

“…at the brink of the Holocene, the human species today confronts an inhuman world of another (chthonic) time, scale, and geological perspective (Colebrook, 2013). Where such post-anthropocene perspectives accelerate the planet beyond an all-too-human image of a single time, single market, and single polity, thought itself might be concomitantly freed from the anthropomorphic and anthropocentric conceit that the world aspires to reflect in the image of human desire (p. 66).…”

Section: Research In a More Than Human Worldmentioning

confidence: 97%

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Pedagogy at the brink of the post-anthropocene

Wallin

2016

Educational Philosophy and Theory

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The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education's commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of 'our' mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of apprehending what it might entail to live (and die) in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the 'outside thought' of ecocatastrophe, or rather, our being 'thought' from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought might be doomed to extinction, the question of how and where we might think assumes urgency. In this vein, this essay explores the wisdom that 'we' are and will be thought from perspectives alien to human desire becomes a catalyst for how educational research might be rethought otherwise in a more-than-human world.

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Section: Research In a More Than Human Worldmentioning

confidence: 95%

Section: Research In a More Than Human Worldmentioning

confidence: 97%

Pedagogy at the brink of the post-anthropocene

Wallin

2016

Educational Philosophy and Theory

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“…(Flaubert 143) The contrast between the silence of the outside world and the images derived from the literature of romance (such as 'a river of milk') directly connects to Emma's physical sensations. Flaubert not only exposes the unreality of Emma's dreams and the fragility of her illusions, but, as Leo Bersani suggests, also 'uses the literature of romance to illustrate how poetry is made from the life of senses' (181). Relating one of Emma's meetings with Léon, Flaubert exposes the impossibility of articulating the sensations she is experiencing outside the romantic language of romances:…”

Section: The Interplay Between Lived Experience and Its Verbal Articumentioning

confidence: 99%

Reading Today

2017

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“…He (for he is surely a 'he', and a 'he' in which the white European 'ethnoclass' is overrepresented (Wynter, 2003)) is the human as the 'end of nature', as that entity at which the chains of utility end and the cosmos is given meaning (Szerszynski, 2012) -who overcodes his retention of past environmental change, and says 'I did this with my hands behind my back', and who overcodes his protention into the future of the Earth, and says 'my destiny is to be the God Species' (Lynas, 2011). Yet in the fullness of geological time this Anthropos is expected to become the subject of a mythic afterfuture on a humanized but humanless planet (Colebrook, 2014) -will die in order to become divine, to take his throne as homo absconditus in the Palace of the Ages where reside the onomatophores ('name-bearers') of all ages of all planets (Szerszynski, 2015).…”

Section: The High Gods Of a New Epochmentioning

confidence: 99%

Gods of the Anthropocene: Geo-Spiritual Formations in the Earth’s New Epoch

Szerszynski

2017

Theory, Culture & Society

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In this paper I argue that we need not only to 'decolonise' the Anthropocene but also to 'desecularise' it -to be aware that in the new age of the Earth we may be coeval with gods and spirits. Drawing particularly on the work of Giles Deleuze, Felix Guattari and Georges Bataille, and using concepts from both thermodynamics and fluid dynamics, I start to develop an interdisciplinary theory of planetary spirit, and use this to speak of both the 'laminar' high gods of time that are being invoked to summon the story of Earth's ongoing transformation into a canonical mythos, and the turbulent lower spirits of place which manifest particular, situated dynamics on an Earth crossed by interlocking gradients and flows of energy, value, power and entropy. I suggest that what might once have been distinct territorialised 'cultures' or 'natures' in which humans engaged in particular situated patterns of interaction with animals, spirits and other beings are increasingly being convened into a global multinatural system.

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Death of the PostHuman: Essays on Extinction, Volume One

Cited by 260 publications

References 38 publications

Pedagogy at the brink of the post-anthropocene

Pedagogy at the brink of the post-anthropocene

Reading Today

Gods of the Anthropocene: Geo-Spiritual Formations in the Earth’s New Epoch

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