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34 - Ethics as a Field Discipline in the Classroom

An Homage to Greta Thunberg

from Part III - Emerging Ethical Pathways and Frameworks

Published online by Cambridge University Press:  07 March 2024

By
Charles C. Verharen
Edited by
Sheron Fraser-Burgess ,
Jessica Heybach  and
Dini Metro-Roland
Sheron Fraser-Burgess
Affiliation:
Ball State University, Indiana
Jessica Heybach
Affiliation:
Florida International University
Dini Metro-Roland
Affiliation:
Western Michigan University
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Summary

This chapter is inspired by Greta Thunberg’s challenge to global education that does not have the power to challenge twenty-first-century existential crises. Its curriculum proposals emerge from Evelyn Briggle’s, Robert Frodeman’s, and Adam Brister’s research on what they call field philosophy. The model joins philosophers with researchers in other fields to create solutions to environmental problems that require what Nietzsche calls a “mountain-top” vision. The chapter applies field philosophy’s methodology to address a fundamental philosophical question: How do we ensure life’s future and the planet’s health? Education grounded in field philosophy will promote the creation of knowledge rather than its assimilation at all levels of education. And that creation will be a collaboration between student and teacher.

Keywords

ethicsfield philosophyGreta ThunbergFriedrich Nietzschevalues-based curriculum
Type
Chapter
Information
The Cambridge Handbook of Ethics and Education , pp. 712 - 733
Publisher: Cambridge University Press
Print publication year: 2024

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