THE CRITICALITY AND EDUCATIONAL POTENTIAL OF ECO-ART: A STUDY THROUGH ZHENG BO'S PRACTICE

ABSTRACT Purpose: The research examines the significant condition and educational merit of eco-art through an analysis of the oeuvre of contemporary Chinese artist Zheng Bo. This paper, grounded on posthumanism and critical pedagogy, analyses Zheng’s critique of the anthropocentric perspective, the cultivation of multispecies alliances, and the provision of an alternative to conventional ecological education. His most notable works, including Pteridophilia, Botanical Comrades, The Forest Curriculum, and Living Archive, demonstrate that eco-art may simultaneously serve as a medium for cultural critique, philosophical exploration, and pedagogical action. Methodology: The manuscript utilises a qualitative case study methodology, using art-based research (ABR) and critical thematic analysis to examine the visual and performative creations of Zheng. Video documentation of secondary data, artist interviews, curatorial articles, and exhibition archives have been analysed. Findings: This discovery reveals that Zheng’s eco-art embodies a posthumanist ethos by decentralising human agency, embracing a queer ecological perspective, and emphasising interspecies collaboration. Practical Implications: His participatory and site-specific methodologies embody Freirean principles of dialogical and experiential learning, fostering ecological literacy and social transformation. Originality: The approach contributes to the broader discourse on eco-art as a vehicle for environmental awareness, education, and critical engagement.