Growth in international tourism contributes to, and is shaped by, ongoing climate and environmental change. This contribution is visible especially in the Arctic, known for its natural phenomenon, silence and pureness. Indeed, tourism characterizes the epoch of Anthropocene – the historical moment when the humanity has become a geological force capable of affecting all life on this planet (Braidotti, 2013, p. 5; Gren & Huijbens, 2015, p. 2). While the impacts of tourism on atmospheric, geologic, hydrologic, biospheric and other Earth system processes are evident, it is also obvious that tourism, as a human-based system, is sustained by the natural world. Tourism education, and the knowledge that is produced within the tourism curricula, can, to a certain extent, be held accountable for the conflicting and fragile relationship between tourism and the Earth systems. On one hand, tourism programs tend to emphasize the management and domination of nature for the sake of hedonistic tourist experiences. On the other hand, the search for sustainable ways of developing tourism has contributed to maintaining the artificial division between culture and nature, human and environment. Hence, it is timely to discuss the ways in which tourism education might reproduce a kind of knowledge that remains disconnected from the more-thanhuman world. The task for tourism educators in the Anthropocene is no longer to promote knowledge that contributes to minimizing the impact of tourism on the natural environment. Rather, our task ahead is to support students in developing knowledge that is based on more sensitive entanglements between the Earth systems and humanity. With this in mind, we invite participants to critically evaluate the status quo of tourism education and to think about avenues for collaborative ways of knowing with nature. We warmly welcome you to join for a reflexive, thought-provoking and innovative discussions about the future of tourism education in the Anthropocene, on the pages of the the special issue. We invite contributions related – but not limited – to the following themes:

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认识自然——人类世旅游教育的未来

国际旅游业的增长促进了持续的气候和环境变化，并受其影响。这种贡献在以自然现象、寂静和纯净而闻名的北极地区尤为明显。事实上，旅游业是人类世时代的特征——人类成为能够影响地球上所有生命的地质力量的历史时刻（Braidotti，2013，第 5 页；Gren & Huijbens，2015，第 2 页）。虽然旅游业对大气、地质、水文、生物圈和其他地球系统过程的影响是显而易见的，但同样明显的是，旅游业作为一个以人类为基础的系统，是由自然世界维持的。旅游教育，以及旅游课程中产生的知识，可以在一定程度上，对旅游业与地球系统之间的冲突和脆弱关系负责。一方面，为了享乐主义的旅游体验，旅游项目往往强调对自然的管理和支配。另一方面，寻求可持续的旅游业发展方式有助于维持文化与自然、人类与环境之间的人为划分。因此，讨论旅游教育如何复制一种与超人类世界仍然脱节的知识是及时的。人类世旅游教育者的任务不再是宣传有助于尽量减少旅游业对自然环境影响的知识。相当，我们未来的任务是支持学生发展基于地球系统和人类之间更敏感的纠缠的知识。考虑到这一点，我们邀请参与者批判性地评估旅游教育的现状，并思考与自然合作认识的途径。我们热烈欢迎您在特刊的页面上加入关于人类世旅游教育未来的反思、发人深省和创新的讨论。我们邀请与以下主题相关但不限于以下主题的贡献：关于人类世旅游教育未来的发人深省和创新性讨论，在特刊的页面上。我们邀请与以下主题相关但不限于以下主题的贡献：关于人类世旅游教育未来的发人深省和创新性讨论，在特刊的页面上。我们邀请与以下主题相关但不限于以下主题的贡献：