Unlearning Modernity: Remaking Science Education in the Anthropocene
This comment argues that science education remains rooted in modernist assumptions of control, separability, and human exceptionalism, even as it is often framed as a response to the Anthropocene, despite emerging scientific fields increasingly emphasising relationality, uncertainty, and more-than-human forms of intelligence. Drawing on developments in areas such as holobiont biology, quantum science, and anticolonial […]
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