Resonance an Subpolitics as Subject-related Approaches to the Critique of Sustainability
Research output: Contributions to collected editions/works › Chapter › peer-review
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Economy, Society and Politics: Socio-economic and Political Education in Schools and Universities. ed. / Christian Fridrich; Udo Hagedorn; Reinhold Hedtke; Philipp Mittnik; Georg Tafner. Wiesbaden: Springer, 2024. p. 237-258 (Sozioökonomische Bildung und Wissenschaft).
Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - Resonance an Subpolitics as Subject-related Approaches to the Critique of Sustainability
AU - Hantke, Harald
N1 - © 2024 The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature
PY - 2024/4/5
Y1 - 2024/4/5
N2 - Sustainability can be understood as a critique of the prevailing, alienated relations between self and world. Human impacts on the earth’s natural processes have had dramatic effects on the ecological equilibrium, leading—in light of human dependency on nature—to intra- and inter-generational social turmoil. Non-sustainable thought and action thus create problems in the culture/nature relationship. This perspective on sustainability places the subject at the centre of attention. Ultimately, the subject—as a cultural being and part of nature is (latently) confronted with the contradiction of the destruction of that very natural world and forced to respond to it. If one applies these insights to processes of vocational ecucation, learners (and others) find themselves confronted with a contradiction between accelerating efficiency and growth on the one side and sustainability on the other. In light of the above observations, this theoretical/conceptual contribution examines the following research question: To what extent can the concepts of “resonance” and “sub-politics” help us to analyse the contradiction between social acceleration and sustainability at the level of the subject (in vocational education)?
AB - Sustainability can be understood as a critique of the prevailing, alienated relations between self and world. Human impacts on the earth’s natural processes have had dramatic effects on the ecological equilibrium, leading—in light of human dependency on nature—to intra- and inter-generational social turmoil. Non-sustainable thought and action thus create problems in the culture/nature relationship. This perspective on sustainability places the subject at the centre of attention. Ultimately, the subject—as a cultural being and part of nature is (latently) confronted with the contradiction of the destruction of that very natural world and forced to respond to it. If one applies these insights to processes of vocational ecucation, learners (and others) find themselves confronted with a contradiction between accelerating efficiency and growth on the one side and sustainability on the other. In light of the above observations, this theoretical/conceptual contribution examines the following research question: To what extent can the concepts of “resonance” and “sub-politics” help us to analyse the contradiction between social acceleration and sustainability at the level of the subject (in vocational education)?
KW - Lifelong Learning
KW - sub-politcs
KW - resonance
KW - alienation
KW - acceleration
KW - growth
KW - sustainability
KW - vocation education
KW - critique
KW - transformation
UR - https://d-nb.info/1295954893
U2 - 10.1007/978-3-658-42525-8_11
DO - 10.1007/978-3-658-42525-8_11
M3 - Chapter
SN - 9783658425241
T3 - Sozioökonomische Bildung und Wissenschaft
SP - 237
EP - 258
BT - Economy, Society and Politics
A2 - Fridrich, Christian
A2 - Hagedorn, Udo
A2 - Hedtke, Reinhold
A2 - Mittnik, Philipp
A2 - Tafner, Georg
PB - Springer
CY - Wiesbaden
ER -