Abstract Environmental education is being reconfigured in this era of runaway economic growth and social and environmental unravelling. The aim of this article is to articulate interconnected challenges confronting education in a time of polycrisis by articulating new conceptions of technology and technological progress, hopefully leading to a more refined critique of growth-based economics and technocratic solutionism. We begin by synthesising research related to the Anthropocene and post-growth discourses, presenting two simple heuristics that we have found useful in designing educational responses to the metacrisis and unravelling. Afterwards we discuss these heuristics in relation to disaster studies, land- and stratification-economics, as well as ancient/long-standing practices of resource/wealth redistribution (e.g., potlatch), highlighting implications for future research.
Campbell et al. (Fri,) studied this question.