An ecophenomenological interpretation of planetary social pedagogy

This article examines planetary social pedagogy through an ecophenomenological lens, drawing on Maurice Merleau-Ponty’s phenomenology to emphasise the interconnectedness between humans and the more-than-human world. Planetary social pedagogy addresses the limitations of traditional educational models rooted in rationalism and anthropocentrism by promoting more holistic perspectives in learning. By embracing cognitive, metacognitive and epistemic dimensions of understanding, planetary social pedagogy provides a pathway for education that facilitates extending spatial, temporal and ethical awareness to cultivate planetary citizenship. This article advances the discourse on planetary social pedagogy by incorporating an ecophenomenological perspective that emphasises direct sensory engagement within the more-than-human world as a critical aspect of transformative pedagogy to move beyond anthropocentrism. Through mindful sensory engagements, embodied memories and co-creative arts practices, educators can facilitate learning that empowers individuals to become responsible citizens of the Earth. The transformative framework calls for a profound cultural shift towards embodied, relational and ethically engaged ways of being.