Higher Education Curriculum Leadership in the Anthropocene

Abstract

AbstractIn a time that many researchers have started to refer to the Anthropocene, the role of higher education (HE), as predominant educational institutions, is most relevant. Humanity faces big challenges with climate change that have become too obvious to be denied, a faster biodiversity loss than ever, growing inequality and poverty problems, and a zoonotic pandemic that has revealed that humans are parts of viral ecosystems. In such a world, the idea of the university and higher education in general is crucial in preparing for the future. This chapter discusses more precisely HE curriculum leadership (HECL) in the Anthropocene. The argumentation explores the topic from a view of Bildung and non-affirmative education. Based on the literature, the study specifically explores if the non-affirmative education theory could be an option to develop HECL in the Anthropocene. The paradoxical situation with an education that promotes freedom for humans, who live on a planet that noticeably limits their activities, is all but easy. Therefore, the HECL challenge includes the promotion of responsible discussions about values and urgent activities now, but also about how to enable the students to live in an unknown future.