Abstract

This conclusion aims to clarify the pedagogical possibilities that we suggest employing in the epoch of the Anthropocene and to elucidate the connections between them. These possibilities operate in different and complementary registers. The objective here is to bring together the different proposals, to construct the possibility of targeted innovation in this or that field, and to completely adapt the whole of a pedagogical practice. The great pedagogue Johann Heinrich Pestalozzi advocated pedagogy aiming at the “head, heart and hands,” so as not to overlook any of the dimensions of humans in education. We will symbolically build on this triad (“Unable to do everything, they will think themselves unable to do anything“ (Rousseau, Émile ou de l’éducation, Garnier-Flammarion, Paris, 1966, p. 105).). In relation to the “head,” we will aim at the cognitive (there are things that can be learned) and the “spiritual” (it is not only a matter of thinking in order to achieve mastery, but also to connect with others, and with the world). For the “heart,” it will firstly be about considering sensitive training, without which humans can continue to exploit the world with indifference. It will then be a matter of embracing all living beings and even beyond, reality, in a form of conviviality to open up the possibility of a multitude of relationships, investments, attachments, and engagements. For the “hands,” we shall see the ways in which engagement can be envisaged before the age of majority and the instauration of full citizenship. In this sense, we will first discuss the possibility of a politicization of the schooling system, then look at perspectives of practices that are concrete, mesological, and ecological.