Civilizational Collapse and the Philosophy of Post-Apocalyptical Survival

Erscheinungsjahr 2025
ISBN: 978-1-63667-360-8
Verlag: Peter Lang Publishing Inc. New York

Buch, Englisch, Band 39, Format (B × H): 148 mm x 210 mm, Gewicht: 871 g

Reihe: Global Studies in Education

The collapse of civilization, the end of the world as we know it, has long been a cultural imaginary, but has rarely been as topical as it is today. Beyond the phantasmagoria of violence, depression and despair, the conviction of being doomed has always been a challenge to imagine a new, post-apocalyptic world, be it utopian or dystopian. Beyond questions of immediate survival, there is a growing concern about how to educate humanity for a new life after the end of this world. In this volume, the editors, Michael A. Peters and Thomas Meier, renowned scholars of educational and apocalyptic studies, have brought together 31 contributions that offer a diversity of perspectives on such post-apocalyptic education, from abstract philosophical reflections to applied studies, from historical and political analyses of how we got into the current situation of global devastation to decolonial perspectives and essayistic explorations.

Autoren/Hrsg.

Weitere Mitwirkende

Peters, Michael A.

Meier, Thomas

Über Autor(innen)

Michael A. Peters (FRSNZ) is Distinguished Professor at Beijing Normal University, and Emeritus Professor University of Illinois. He has published 120 books and 500 papers. He received the Social Science and Humanities Leader in China Award (2022, 2023) (Research.com) and is ranked 1st in China and 5th in Asia for Education, (AD Scientific Index, 2023). He has Honorary Doctorates from Aalborg University, Denmark and SUNY, NY.
Thomas Meier has been trained as an archaeologist and holds a professorship in pre- and proto-history at Heidelberg University. He is director of the Käte Hamburger Center for Apocalyptic- and Post-Apocalyptic Studies at Heidelberg University. Over the years Thomas has focused more and more on the epistemology and conditions of academic reasoning with special focus on critical inquiry and materialities.