Thinking about teaching in the Anthropocene. Implications of a possible philosophical support.

Abstract

This work is an attempt to think about teaching in these times called the Anthropocene that demands new positionings regarding the pedagogical, philosophical and political aspects. A brief description of the current moment of humanity places us in a reality where another relationship with nature is urgent in the context of increasing digitalization. This necessarily implies questioning capitalism in its neoliberal phase of depredation of natural resources and inequalities that are deepening more and more. To support the position, a philosophical framework is proposed  as a framework within which to think about a possible curricular policy to face this challenge, based on some of Spinoza's concepts. It also proposes a curricular approach located in institutions, as an area capable of producing knowledge and designing proposals for situated teachings. As educators we have the inescapable task of considering the new problems that have been configured in recent years, in order to commit ourselves to an urgent theoretical discussion and, at the same time, to act by designing and putting into practice teaching proposals that address them from different perspectives and areas of knowledge.