Abstract This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.

中文翻译：

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黑暗教育学——思辨现实主义和环境和可持续发展教育

摘要 本文借鉴了新兴的思辨现实主义哲学运动，以便对环境和可持续性教育 (ESE) 研究中需要框架和重新框架的教育问题和内容产生新的理解。我们主张使用诸如相关性、超对象、陌生的陌生人、破坏、过度挖掘和二重化等思辨现实主义概念的潜力，以开发一种黑暗的教学法，该教学法可以借鉴思辨现实主义和面向对象的本体论的见解，特别是为了在 ESE 中开发进一步的关键概念和讨论。基于思辨现实主义的启发，我们对黑暗教育学的概念可以努力：发展对超对象和 ESE 中心教育对象的陌生性的理解。