Planetary Ethics in Practice: Posthuman Philosophy and Educational Experimentation in a Global Initiative

Abstract Escalating planetary crises – manifested through climate change, biodiversity loss, socio-ecological inequality and geopolitical instability – demand new forms of environmental education that engage Earth system complexity beyond anthropocentric frameworks. Drawing on posthuman philosophy and the planetary boundaries framework, this paper explores how planetary ethics can be cultivated through innovative pedagogical practice. Using the “Posthuman Educator” course as a qualitative case study, the paper examines how post-anthropocentric, post-dualistic and care-based pedagogies reconfigure learning across technological, ecological and spiritual dimensions. Participant reflections and pedagogical practices reveal planetary ethics as an emergent, relational process enacted through lived experience, multispecies attunement and collective responsibility rather than prescriptive outcomes. The study argues that posthuman pedagogy offers powerful methodological and ethical resources for education by fostering embodied awareness, epistemic plurality and situated planetary consciousness. The paper contributes to educational scholarship by demonstrating how posthuman approaches can meaningfully engage with planetary boundaries thinking in transnational and decolonial contexts.