Ekologiczne podejście w edukacji – dyscyplinarna aporia
Ecological approach in education – a disciplinary aporia

Summary/Abstract: This article addresses the theoretical background of the ecological approach to education and conceptualises theso-called disciplinary aporia of ecological education. In the era of the Anthropocene and the associated climatecrisis and possible collapse within the Earth system, this aporia gains in importance. We are, in fact, in danger ofeither losing the dialectical and metacommunicative perspectives that allow for theoretical sophistication (underthe pressure of ecological engagement) or overlooking the seriousness of climate alarmism (in the precipitousnessof the ecological humanities paradigm).In this article, the author first characterises two variants of ecology: bioenergetic and cybernetic, as well asthe philosophical concept of oikology. He then traces the ways in which ecology has been represented in pedagogicalthought, both historical and contemporary. This hermeneutics of traditions and analysis of pedagogicalideas allow for the descriptive and conceptual elaboration of the fundamental aporia of an ecological approachto education arising from the theoretical (disciplinary) background of ecopedagogical interpretation. In doing so,the pitfalls to which both the traditional approach of biologically grounded ecology/ecological education andthe cybernetic paradigm of ecological humanities are exposed have been highlighted. In order to emphasise thesynergy of both approaches, the author uses the categories of servant humanities and educational ecology in theconclusion.This study is embedded in the tradition that characterises pedagogy as an aporetic of educational experience.

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