What Sort of Geographical Education for the Anthropocene?

As the Anthropocene concept gains in prominence, there is opportunity to explore it as a social and cultural process, not merely as a matter of scientific definition and debate. This paper seeks to sketch some of the social dimensions of the Anthropocene, in terms of anxiety about the human future, about risk, and about environmental limits. It considers how the term encapsulates a prophetic sense of concern and unease about people's place in nature, the very thing that the embrace of industrial capitalism was supposed to remove. It then explores four open‐ended attributes of a geographical education for the Anthropocene. These are: first, engaging critically with digital technologies; second, countering grand narratives with local encounters; third, setting hope alongside gloom; and fourth, remembering the past as well as the future. The purpose of such attributes is to prepare students for creative encounters with the uncertainties of the Anthropocene. The implications for educational practice are then considered, including the role of active and community‐based learning strategies within a university conceived of as a place of classrooms without borders.