Futures of Education, Cultural Diversity, Imaginations and Collective
Transformations in Time of the Anthropocene (2021-2023)

About this study circle:

The aim of the study circle is to analyse, discuss and (re)think the futures of education cultural diversity (or what Latour calls “plus globalization”) and collective/solidarity transformations in time of the Anthropocene. This includes issues as world citizenship, alterity, heterological thinking and new concepts of peace and sustainability, both from western and non-western perspectives, human and non/trans-human perspectives.   

The study circle will investigate these themes from five perspectives:

  1. From a) developments in recent philosophy of education and related disciplines combined with b) insights taken from transcultural and intercultural philosophy, area studies and religious studies. (This “combining-perspective” seeks to overcome problematic abstractions in the alleged focus in otherness in much contemporary educational theory and practice.)
  2. From a perspective of how we are to conceive the idea of environment, humanity, and education as “applied humanities” in new research paradigms and the strengths and weaknesses of these research paradigms; for example in the notion of Environmental Humanities, speculative realism, vibrant/vital neo-materialism, eco-philosophies, Nomadic theory / nomadic spaces, transhumanism, SF/feminism, dark ecology. 
  3. From a perspective which how to conceive such paradigms and key epochal challenges in time of the Anthropocene (and related concepts as for example the Capitalocene) in relation to cultural diversity, politics, policies and the notions of rights, and not least alternative economics
  4. How to develop transform intercultural philosophy of education into a philosophy of educational futures. Among the major themes here is how to consider the interplay between human existence and the processes of “imagination” and images (in German “Bildung”), “lightening” (“en-lightenment”) and “birth/emergence”, “life” and “death”? in the global history of ideas, new research paradigms and in future (forms) of education (comparative futurology of education).
  5. From a critical-constructive perspective to consider and actively explore how these insights can be stabilized and made sustainable in formal and non-formal organizational and institutional educational contexts in the Nordic educational systems (and by extension in collaboration with other educational systems). 


Jasna Koteska, Ph.D., Full Professor in Humanities University Ss. Cyril and Methodius, Skopje, Macedonia

Oddbjørn Jensen, High School Teacher, Hammerfest Videregående Skole, Norway (Further information pending)

Kristian Guttesen, Adjunct, University of Iceland, Iceland (Further information pending)