This book articulates a new creative philosophy of education for the Anthropocene through international collaboration. The (disputed) boundary between the Holocene and the Anthropocene is 1952, wherein evidence suggests that human impacts on the functioning of planetary systems is sufficient to warrant a new geological epoch  - the Anthropocene. Hence, the central problem for education, defined as practices of knowledge, learning, and skills from preschool to lifelong learners, is that the ideology, intent, outcomes and mechanisms of education still come from the Holocene, wherein nature was perceived as infinite, and students were to be equipped with tools to succeed given this infinitude.  This volume articulates the fact that we cannot trust our political and business leaders to make the necessary switch in time. Rather, purposeful, imaginative, new educational practices that teach creativity and that are creative in that they articulate new mores and belief systems for the Anthropocene, are our best hopes for continuation on the planet Earth.

This book articulates a new creative philosophy of education for the Anthropocene through international collaboration. The (disputed) boundary between the Holocene and the Anthropocene is 1952, wherein evidence suggests that human impacts on the functioning of planetary systems is sufficient to warrant a new geological epoch  - the Anthropocene. Hence, the central problem for education, defined as practices of knowledge, learning, and skills from preschool to lifelong learners, is that the ideology, intent, outcomes and mechanisms of education still come from the Holocene, wherein nature was perceived as infinite, and students were to be equipped with tools to succeed given this infinitude.  This volume articulates the fact that we cannot trust our political and business leaders to make the necessary switch in time. Rather, purposeful, imaginative, new educational practices that teach creativity and that are creative in that they articulate new mores and belief systems for the Anthropocene, are our best hopes for continuation on the planet Earth.

This book articulates a new creative philosophy of education for the Anthropocene through international collaboration. The (disputed) boundary between the Holocene and the Anthropocene is 1952, wherein evidence suggests that human impacts on the functioning of planetary systems is sufficient to warrant a new geological epoch  - the Anthropocene. Hence, the central problem for education, defined as practices of knowledge, learning, and skills from preschool to lifelong learners, is that the ideology, intent, outcomes and mechanisms of education still come from the Holocene, wherein nature was perceived as infinite, and students were to be equipped with tools to succeed given this infinitude.  This volume articulates the fact that we cannot trust our political and business leaders to make the necessary switch in time. Rather, purposeful, imaginative, new educational practices that teach creativity and that are creative in that they articulate new mores and belief systems for the Anthropocene, are our best hopes for continuation on the planet Earth.