Bigloo Fay, Scott Sandra, Adler Douglas
University of British Columbia, 2125 Main Mall, Scarfe Building, Vancouver, BC V6T 1RS Canada.
Prospects (Paris). 2021;51(1-3):117-128. doi: 10.1007/s11125-021-09553-x. Epub 2021 May 14.
The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other (e.g., the land, the water, and their resources and beings) for maximizing profit. Such malpractices have led to climate crises of drought, famine, and extinctions. In the present, things are categorized through detachment, whereby the self-absorbed hyperbolic sees greatness in being and acting in meager ways, in nationalism and populism. In the midst of experiencing such a world of isms, this article suggests an important change for education-a curricular adjustment that not only allows for addressing subject matter (i.e., health and economics) and the subjects of such matters (i.e., the students and the teachers in the classrooms) but also acknowledges the importance of the other (i.e., the non-human world), which has been at the mercy of a singular reliance on the "incomplete" human consciousness. An inclusive curriculum underscores the different forms of concrete conscious beings and is mindful of a togetherness that ensures the continuation of life. "Event-ually", through highlighting each individual with the natural environment, the latent bonds each individual has with the other and another, and with the world itself, will expose themselves in new ways.
世界正经历着与人类活动的连锁效应相关的危机。这些危机源于帝国主义和资本主义的行径，它们将他者（如土地、水及其资源和生物）进行分类并加以剥削，以实现利润最大化。这种不当行为导致了干旱、饥荒和物种灭绝等气候危机。当下，事物通过分离被分类，在这种情况下，自我陶醉的极端主义在民族主义和民粹主义中，以微不足道的方式看待存在和行动中的伟大。在经历这样一个充满各种“主义”的世界之际，本文提出了教育的一项重要变革——课程调整，这不仅要考虑到学科内容（即健康与经济）以及这些学科的主体（即教室里的学生和教师），还要承认他者（即非人类世界）的重要性，这个世界一直受制于对“不完整”人类意识的单一依赖。包容性课程强调具体有意识的存在的不同形式，并关注确保生命延续的共生关系。“最终”，通过突出每个人与自然环境的联系，每个人与他人、与其他事物以及与世界本身潜在的联系将以新的方式展现出来。
