While human beings generally act prosocially towards one another — contra a Hobbesian “war of all against all” — this basic social courtesy tends not to be extended to our relations with the more-than-human world. Educational philosophy is largely grounded in a worldview that privileges human-centered conceptions of the self, valuing its own opinions with little regard for the ecological realities undergirding it. This hyper-separation from the ‘society of all beings’ is a foundational cause of our current ecological crises. In this paper, we develop an ecosocial philosophy of education (ESPE) based on the idea of an ecological self. We aspire to consolidate voices from deep ecology and ecofeminism for conceptualizing education in terms of being responsible to and for, a complex web of interdependent relations among human and more-than-human beings. By analyzing the notion of opinions in light of Gilles Deleuze’s critique of the ‘dogmatic image of thought,’ we formulate three aspects of ESPE capable of supporting an ecological as opposed to an egoistic conception of the self: (i) rather than dealing with fixed concepts, ESPE supports adaptable and flexible boundaries between the self and the world; (ii) rather than fixating on correct answers, ESPE focuses on real-life problems shifting our concern from the self to the world; and (iii) rather than supporting arrogance, EPSE cultivates an epistemic humility grounded in our ecological embeddedness in the world. These approaches seek to enable an education that cultivates a sense of self that is less caught up with arbitrary, egoistic opinions of the self and more attuned to the ecological realities constituting our collective life-worlds.

中文翻译：

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教育的生态社会哲学：使有意见的自我生态化

虽然人类通常相互之间采取亲社会行为——与霍布斯式的“所有人反对所有人的战争”相反——但这种基本的社会礼貌往往不会扩展到我们与超人类世界的关系。教育哲学主要基于这样一种世界观，即优先考虑以人为中心的自我概念，重视自己的观点，而很少考虑支撑它的生态现实。这种与“众生社会”的高度分离是我们当前生态危机的根本原因。在本文中，我们提出了一种基于生态自我理念的生态社会教育哲学 (ESPE)。我们渴望整合来自深层生态学和生态女性主义的声音，以对教育负责并为，人类与超人类之间相互依存关系的复杂网络。通过根据吉尔·德勒兹对“思想的教条形象”的批判来分析意见的概念，我们制定了 ESPE 的三个方面，能够支持生态而非利己主义的自我概念：（i）而不是处理固定的概念，ESPE支持自我与世界之间的适应性和灵活的界限；(ii) ESPE 不是专注于正确答案，而是关注现实生活中的问题，将我们的关注点从自我转移到世界；(iii) EPSE 不是支持傲慢，而是培养一种基于我们对世界生态嵌入的认知谦逊。这些方法力求实现一种能够培养自我意识的教育，这种自我意识不会被随意、