Abstract I consider myself among a band of heretics seeking to deanthropocentrise environmental education. And yet, I increasingly struggle with blanket condemnations and recommendations. I do not know if the binary is as real or useful as I once thought. In this paper, I unearth some of the ways in which alleged anthropocentrisms can be nonanthropocentric, and vice versa. They seem much more fluid to me now. My purpose is not pedantic: I think environmental educators need to be more careful in their diagnoses and prescriptions. As we grope toward sustainability, we need pedagogies that help students imagine and engage with what our various claims and conceptualisations actually do when believed (if indeed they do anything at all); pedagogies that develop suppleness in our capacity to modify beliefs in alignment with intentions, and that help us modify these intentions in turn. I believe confronting the instability of dualistic thinking reveals paradoxes inherent in human reason, ushering a dose of humble bafflement essential for navigating the (non)Anthropocene.

中文翻译：

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人类中心主义的流体二元论

摘要 我认为自己是一群寻求非人类中心化环境教育的异端。然而，我越来越难以忍受一概而论的谴责和建议。我不知道二进制文件是否像我曾经想象的那样真实或有用。在这篇论文中，我揭示了所谓的人类中心主义可以是非人类中心主义的一些方式，反之亦然。他们现在对我来说似乎更加流畅。我的目的不是迂腐：我认为环境教育者在诊断和开处方时需要更加小心。在我们探索可持续发展的过程中，我们需要教学法来帮助学生想象和参与我们的各种主张和概念化在被相信时实际所做的事情（如果他们确实做了任何事情）；在我们根据意图修改信念的能力中发展灵活的教学法，这有助于我们依次修改这些意图。我相信，面对二元论思维的不稳定性，揭示了人类理性中固有的悖论，带来了对（非）人类世导航至关重要的一剂谦逊的困惑。