A METAMORPHOSIS OF TEACHING: BECOMING A MORE ECOCENTRIC EDUCATOR IN AN ANTHROPOCENTRIC WORLD

Abstract

Our world faces a seemingly unsettling fate, made visible by seemingly unbreakable systemic problems. Racism, classism, sexism, and other harmful ideologies invade our lives each day. At the same time, human-led exploitation of our planet has resulted in an enormous environmental crisis. Anthropocentrism, the belief that the world was made for humans and everything in it is meant for human use, often goes unnamed in conversations about systemic issues. Yet, this pervasive worldview is at the root of our ecological crisis and is deeply intertwined with other unjust ideologies. Schooling in the United States has historically perpetuated many societal problems, and anthropocentrism is no exception. Yet, I believe that education can be a transformative space for educators and students to address these issues. However, there are many barriers in place that have prevented even the most well-intentioned, environmentally conscious educators from discussing anthropocentrism in their classrooms.This critical autoethnography details my journey to becoming a more ecocentric educator despite these barriers. First, I outline my path to becoming a teacher who cares deeply about confronting the worldviews that sustain our ecological crisis. Then, I reflect on the challenges I continue to face when sharing this passion with my students. I conduct a historical analysis to better understand how and why anthropocentrism is such a pervasive aspect of western culture. I also draw heavily on the literature in ecological philosophy as a framework. Finally, I discuss the possibilities of an ecocentric education in my classroom.