At least part of the problem of the Anthropocene lies in the ways in which time is organised and how it is taken away from us, commodified, quantified, and put to different purposes other than helping to solve the problems of the contemporary moment. It is not enough to say that we are atomised by the Anthropocene, as we also atomise it, our surroundings and society. This chapter charts the rise of the concept of atomisation, and how it impinges upon society and the world through the actions of human society. The problem of time is a crucial lesson that one gains from the analysis of Deleuze/Guattari, and this chapter analyses how it has developed thought history, and how it can be attended to in education.
The use of fossil fuels is a bedrock of the Anthropocene, in which Homo sapiens are changing the environment and causing global warming. This chapter charts this tendency back to the involvement of Homo erectus with fire approximately 1.7 million years ago, and the evolution to Homo sapiens and their use of fire. Parallel to tool-enhancement, this chapter will show how essential the carbon trail is to human society, thus explaining the global burning of fossil fuels in the contemporary Anthropocene. The difference that this text makes to the literature in this field is that the combination of Deleuze/Guattari and education gives light to new through-lines in the understanding of human existence and fire. Following on from tool-enhancement, this chapter shows how the carbon trail is part of our downfall, and possible salvation.
The last chapter in the book explains how the philosophy of Deleuze/Guattari as applied to education and the Anthropocene does not lead to any easy answers with respect to the big questions that it raises. The double bind is an important figure that Deleuze/Guattari use to illustrate their philosophy: e.g., ‘the lobster’. This book is no different, in that it aims to open up a new field of study in Education and the Anthropocene, and offers escape routes, but cannot guarantee success. This is because the problems that it describes are situational, embedded, often deeply-engrained, and, indeed, are part of the very system on which we survive. In sum, this book suggests ways out from the double binds of environmentalism and survival in which we find ourselves today.
Along with new educational practises, this book demonstrates a new vision for society. Beyond a utopic or science fiction rendering of the future, this chapter shows how the four components of the Anthropocene: tool-enhancement; the carbon trail; the phallocene and atomic-time can be used to make a new society. The philosophy of this book is not idealism, and it does not posit a new green society as suddenly emerging from the rubble of the Anthropocene. Rather, incremental movements will be charted in this chapter through a Green Utopia for the imaginary, degrowth, consciousness raising and an immanent-critical analysis of capitalism. Along with the historical and anthropological evidence, this chapter will assess how society can move in the right direction in the Anthropocene given the drives as charted and explained in –. This chapter will emphasise how difficult these transitions will be and will look at some of the costs involved with transition.
This chapter introduces the book and explores the fundamental problems. At the moment, the problem of climate change and what to do about it, is frequently removed from practises such as education, and philosophical scholarship which could provide us with an overview to understand the complexity of climate change more clearly. The particular focus of this chapter is on the problem of time that the Anthropocene presents. This chapter provides an overview of how the problem of time of the Anthropocene has evolved, and how practises such as education can engage in these process more fully. Scholarship from Deleuze/Guattari suggests a robust and well-justified rationale for the book.
This chapter explores a relatively untouched aspect of the Anthropocene, its development from the ‘phallic same’. The argument of this chapter is on line with radical feminists and an analysis of Deleuze/Guattari about sameness, that explains how thought has narrowed; in effect, original thought is more difficult to conceive under the contemporary situation of the Anthropocene. The Phallocene suggests that we are living under ‘post-truth’ conditions, because the influences of the fossil fuel empire conspire to make the truth of the situation impenetrable and exceedingly complex to comprehend. This chapter explores how we arrived at the Phallocene, and the active mechanisms of brainwashing that run through every aspect of everyday life. Exit routes from the Phallocene will be suggested via an analysis from Deleuze/Guattari, and applied to education.
This chapter puts together the lessons of the previous four chapters to the benefit of educational practice. Taking a Deleuze/Guattari analysis in and on education is increasingly popular, this chapter distinguishes itself from others in the field with its unique analysis of the Anthropocene, and the added purpose this gives to education. Beyond environmental education, or the SDGs, this chapter shows how the philosophy of Deleuze/Guattari at its most radical, is testament to a significant rethinking of educational mores. Plus, the imperative of changing environmental and human conditions under the Anthropocene, gives fresh impetus to this rethinking. The analysis of chapters two-five shows how we are conditioned, trapped, and turned into parts of the Anthropocene-machine. shows us a way out both locally and globally.
This chapter deals with tool-enhancement as a fundamental aspect of the Anthropocene. Homo sapiens have evolved from tool-wielding hominins such as Homo habilis, that began to reshape their environment with tools approximately 2 and a half million years ago. The dominant, instinctual nature of tool-enhancement, helps to explain how Homo sapiens have arrived at the position of the Anthropocene, and why it is so difficult to change course. This chapter charts the influence of tool-enhancement on the Anthropocene, what we can understand about it from a Deleuze/Guattari analysis, and how education can enter into relations with this aspect of the Anthropocene.