Wege zu einer posthumanistischen Ethik der Sorge angesichts der globalen Klimakrise

Bildung für eine nachhaltige Entwicklung im Umbruch?

“…But are these kinds of change sufficient for the multiple crises we are currently facing? In this chapter, aligning with an emerging body of critical work on the nexus of educational technology (edtech) and degrowth, low tech or other systemic transformations, my response is: no (see, e.g., Grünberger, 2021;Grünberger et al, 2021;Macgilchrist, 2021;Scherrer, 2022;Selwyn, 2021;Selwyn et al, 2020). The kind of research and edtech noted in the previous paragraph, which arguably takes an "instrumental approach" to ESD , does not address the planetary dimensions.…”

“…While there is still research that assumes technology is neutral and aims to identify "what works" in the implementation of new technology, there is now a large body of work that engages with the cultural, social, affective, economic and political implications of technological upheavals. This critical work has, however, rarely considered the planetary dimensions of edtech (with notable exceptions, e.g., Carstensen-Egwuom & Schröder, 2022;Grünberger, 2021;Piattoeva, 2021;Scherrer, 2022). A leading book on digitalisation and liberal arts education, for example, states:…”