A new paradigm too overcome the stalemate of the debate on the modality of a lasting presence of man on the planet, thus also to address the climate crisis, is proposed in the book “Rethinking the Anthropocene.Beyond nature and culture” published by Carocci, the result of the long experimentation of interaction between research, teaching and dialogue implemented by the four academics of the University of Bologna who signed it, the science historian Paola Govoni, the biologist and anthropologist maria Giovanna Belcastro, the engineer raw materials expert in green technologies Alessandra Bonoli and educational anthropologist Giovanna Guerzoni.
How to deal with global and geopolitical warming without giving in to indifference, denialism or climate anxiety? To answer this question, the volume invites us “to start again by asking ourselves who we are beyond the nature-culture dichotomy, to identify a context that makes us aware that every human gesture – personal, political, technological – has an effect on the planet”.
The experimentation, in wich political and gender issues play an critically important role, takes place in dialogue with students from the Departments of Biology, Education, Engineering and beliefs of the University of Bologna who are frequently enough given the floor in the text.Among the recommendations,that of reducing the anxiety-inducing expectations that increasingly competitive and evaluative educational,economic and social systems have imposed in recent decades.
‘If we can’t dominate the world, we can’t save it either. We have to learn to set ourselves limits’
“If we cannot dominate the world,we cannot even save it. We must learn to set ourselves limits. This will give us useful horizons to slow down and face with a clear mind what awaits us and which has also affected us south of the Alps”, yes underlines in the essay equipped with an in-depth glossary that goes from Adaptation to Wasteocene.
The book “suggests going beyond the limits of an education that is always too partial and self-referential: scientific or technological or social or humanistic, and in the wake of a long series of educational errors that from generation to generation we have been able to continue, alternatively, to fuel the “image of science and technology as cultures of oppression or vice versa as cultures holders of methods, models, truths and conquests initiating revolutions”.
“the sincere belief of those who believe they can dominate the world and everyone other than “I” or “we” is the outcome of an error of judgment that, as we propose in this book, originates in ignorance about where we are and who we are in evolutionary terms, an ignorance that fuels an alleged differentiation between the dimensions of nature and culture”, we read in the book.
“We will thus be able to take the side of the Earth system, practise the culture of limits and, rejecting that of domination, reduce consumption and the tone of the debate.” Using interdisciplinary knowledge, indifferent to jargon, principles of authority and group conformism, the authors offer food for thoght to those who, like them, cannot find adequate answers in the separate worlds of natural, social, technological and humanistic sciences. The proposal “is to independently identify areas of exchange where the results of many extraordinary knowledge can be applied to establish equal alliances with other points of view, genders and generations”.
How can interdisciplinary approaches in education contribute to more effective responses to climate change?
Title: Rethinking the Anthropocene: An Insightful Discussion on climate Crisis Solutions
Interview with Paola Govoni, Co-author of “Rethinking the Anthropocene: Beyond Nature and Culture”
By Time.news Editor
Q: Thank you for joining us today, Paola. Can you begin by explaining the core thesis of your book, “Rethinking the Anthropocene”? What prompted this new paradigm?
A: Thank you for having me. The core thesis of our book revolves around the urgent need to reframe humanity’s relationship with the Earth beyond the traditional nature-culture dichotomy. We argue that to effectively address the climate crisis, we must first understand who we are as a species and how our actions reverberate through the planetary system. This outlook emerged from our extensive collaboration at the University of Bologna, where we recognized a stark need for interdisciplinary dialog that transcends singular academic lenses.
Q: It truly seems that your book digs deep into the interconnectedness of human actions and planetary health. how do you propose we deal with global warming without succumbing to indifference or anxiety?
A: That is a pressing question. Our approach advocates for a profound self-reflection on our roles and responsibilities. We encourage individuals to recognize that every action – personal, political, or technological – has implications for the Earth. By accepting our limitations and fostering a culture of self-restraint, we can address climate-related challenges more cohesively and rationally. this shift can mitigate the overwhelming feelings of climate anxiety that many experience.
Q: You discuss the importance of an educational transformation in your work. What educational reforms do you reccommend to break the cycle of “partial and self-referential” education?
A: Yes, educational reform is crucial. We suggest a holistic pedagogical approach that integrates scientific, technological, social, and humanistic perspectives. Instead of isolating these disciplines, combining them can create a richer understanding of complex issues. This interdisciplinary education fosters critical thinking and co-learning, which is essential to break down the barriers that perpetuate ignorance and differentiate between nature and culture.
Q: You emphasize the necessity of political and gender issues in your research. Why are these factors pivotal in the climate change discussion?
A: Political and gender issues are integral because they shape the narrative and responses to climate change. Different demographics experience climate impacts in diverse ways, and understanding these disparities is vital for creating equitable solutions. Moreover, gender perspectives often bring unique insights, fostering inclusivity and diverse approaches to environmental stewardship.
Q: In the book, there’s a important focus on ‘setting limits’ as a pathway to saving our planet. Can you elaborate on this concept?
A: Absolutely. The idea of setting limits entails acknowledging that we cannot dominate the planet without adverse effects. Instead, we must establish boundaries that encourage sustainability and responsible consumption. By doing so, we create horizons for clearer thinking and intentional actions. This perspective helps counter the destructive cycle of excessive consumption and fosters a culture where we value sustainability over mere growth.
Q: what practical advice do you have for readers who want to implement the principles of your book in their daily lives?
A: I would encourage readers to start by being conscious of their daily choices. This includes reducing waste,engaging in community activism,and prioritizing sustainability in their consumption patterns. Additionally, seeking interdisciplinary knowledge, being open to different viewpoints, and fostering dialogues within their communities are critical steps. Each small action contributes to a greater shift, helping us foster an surroundings where we respect both ourselves and our planet.
Q: Thank you, Paola Govoni, for sharing your insights. Your multidisciplinary approach and emphasis on self-limitation provide a refreshing perspective on tackling the climate crisis.
A: Thank you for the opportunity to discuss our work. I hope it inspires readers to engage with these critical issues meaningfully.
Keywords: climate crisis, interdisciplinary education, nature-culture dichotomy, sustainability, self-limitation, environmental stewardship