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Objectives The purpose of this study was to explore the necessity of ecological education based on Anthropocene ecological philosophy and to suggest a direction for ecological education through visual arts. Methods To this end, the major works of Timothy Morton, Dipesh Chakrabarty, and Shinohara Masatake were analyzed to examine the educational significance of Anthropocene ecological philosophy. Additionally, Rinko Kawauchi's works, Illuminance and Light and Shadow, which present the ecological sensibility and consciousness, were explored to consider the potential integration of Anthropocene theory-based ecological education and visual arts. Results Anthropocene ecological philosophy aids in understanding the causes and nature of ecological problems in the theoretical exploration process of ecological education, while visual arts help to visualize complex and abstract concepts like the Anthropocene, facilitating learners' understanding and internalization. In particular, visual arts that reveal the invisible connections, relationships, and otherness of the world, as seen in Rinko Kawauchi’s works, play a role in fostering the ecological sensibility and awareness required in the Anthropocene era. Conclusions Anthropocene ecological philosophy can serve as an important guide in the theoretical exploration of ecological education, and visual arts demonstrate the practical potential of Anthropocene-based ecological education. For this reason, learning ecological theories based on Anthropocene concepts through visual arts holds educational significance by provoking students’ reflection on their way of thinking and existence. Therefore, ecological education in Anthropocene era should aim to enhance students’ ecological sensitivity and responsibility, guiding them towards living ecologically in a proactive and sustainable manner. In this regard, the integration of ecological philosophy theories and visual arts will play an effective role.
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