Jani Pulkki
Biographic Data
| ID | 5148775 |
|---|---|
| NAME | Jani Pulkki |
| GIVEN NAMES | Jani |
| FAMILY NAME | Pulkki |
| SIGNATURE | PULKKI J |
| AFFILIATIONS | Tampere University |
| ORCID | 0000-0001-7058-5364 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Education for sustainable development
In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We…
The Ecosocial World of Education
The recognition of human-caused environmental crises has increased the need to think and act in a way that bridges the ecosocial realities of humans and the rest of nature. Therefore, this theoretical article challenges the anthropocentric assumption of human social life and communication. We formulate an educational philosophy on the nature of sociality, that recognizes the intertwining of human and other realities, and we ask how this kind of m…
Exploring the moral exemplarity of Greta Thunberg
Linda Zagzebski’s exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in posi…
Ecosocial Autonomy as an Educational Ideal
Autonomy – or rational self-control – is not only fashionable as an educational ideal, but also in present-day economics, ethics, and society in general. However, the concept of traditional autonomy is problematic because it privileges humans and treats the rest of nature primarily as resources fit only for human exploitation. This anthropocentrism has led human beings to see themselves as superior to nature and separate. Ecosocial autonomy is an…
From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject
Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula.In this context our era is often diagnosed as being 'post-truth' , indicating an epistemic concern.However, emerging 'post-sustainable' views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable acti…
Humility imparts the wonders of nature
An attitude of (1) metaphysics of mastery is a major ecological problem accompanied with (2) scientism, which considers all reality is understood with one form of knowledge acquisition, that of classical experimental science. In this article, I consider the two ideas of Michael Bonnett from a virtue ethical perspective. I propose that metaphysics of mastery and scientism are virtue ethical problems of hubris. Modern hubris considers everything a …
Recognizing Ecosocialization in Childhood Memories
Western modernity has shaped people’s thought patterns and value hierarchies, relegating humans to the position of supremacy. This anthropocentric worldview has disconnected humans from the rest of nature and eventually led to the social and ecological catastrophe. This paper shows that collective memory work can help us recognize how we are always socialized within and by human communities and also already ecosocialized within and by the rest of…
Discovering earth and the missing masses—technologically informed education for a post-sustainable future
Climate change education (CCE) and environmental education (EE) seek ways for us humans to keep inhabiting Earth. We present a thought experiment adopting the perspective of Earth-settlers, aiming to illuminate the planetary mass of technology. By elaborating Hannah Arendt’s notion of ‘earth alienation’ and Bruno Latour’s notion of technology as ‘missing mass’, we suggest that, in the current Anthropocene era, our relation to technology should be…
Ecosocial Philosophy of Education
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 ‘…
Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective
Environmental education usually appeals to the students' knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are s…
Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective
Environmental education usually appeals to the students' knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are s…
From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject
Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula.In this context our era is often diagnosed as being 'post-truth' , indicating an epistemic concern.However, emerging 'post-sustainable' views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable acti…
Ecosocial Philosophy of Education
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 ‘…
Recognizing Ecosocialization in Childhood Memories
Western modernity has shaped people’s thought patterns and value hierarchies, relegating humans to the position of supremacy. This anthropocentric worldview has disconnected humans from the rest of nature and eventually led to the social and ecological catastrophe. This paper shows that collective memory work can help us recognize how we are always socialized within and by human communities and also already ecosocialized within and by the rest of…
Discovering earth and the missing masses—technologically informed education for a post-sustainable future
Climate change education (CCE) and environmental education (EE) seek ways for us humans to keep inhabiting Earth. We present a thought experiment adopting the perspective of Earth-settlers, aiming to illuminate the planetary mass of technology. By elaborating Hannah Arendt’s notion of ‘earth alienation’ and Bruno Latour’s notion of technology as ‘missing mass’, we suggest that, in the current Anthropocene era, our relation to technology should be…
Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective
Environmental education usually appeals to the students' knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are s…
Ecosocial Philosophy of Education
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 ‘…
Humility imparts the wonders of nature
An attitude of (1) metaphysics of mastery is a major ecological problem accompanied with (2) scientism, which considers all reality is understood with one form of knowledge acquisition, that of classical experimental science. In this article, I consider the two ideas of Michael Bonnett from a virtue ethical perspective. I propose that metaphysics of mastery and scientism are virtue ethical problems of hubris. Modern hubris considers everything a …
Recognizing Ecosocialization in Childhood Memories
Western modernity has shaped people’s thought patterns and value hierarchies, relegating humans to the position of supremacy. This anthropocentric worldview has disconnected humans from the rest of nature and eventually led to the social and ecological catastrophe. This paper shows that collective memory work can help us recognize how we are always socialized within and by human communities and also already ecosocialized within and by the rest of…
Discovering earth and the missing masses—technologically informed education for a post-sustainable future
Climate change education (CCE) and environmental education (EE) seek ways for us humans to keep inhabiting Earth. We present a thought experiment adopting the perspective of Earth-settlers, aiming to illuminate the planetary mass of technology. By elaborating Hannah Arendt’s notion of ‘earth alienation’ and Bruno Latour’s notion of technology as ‘missing mass’, we suggest that, in the current Anthropocene era, our relation to technology should be…
Ecosocial Autonomy as an Educational Ideal
Autonomy – or rational self-control – is not only fashionable as an educational ideal, but also in present-day economics, ethics, and society in general. However, the concept of traditional autonomy is problematic because it privileges humans and treats the rest of nature primarily as resources fit only for human exploitation. This anthropocentrism has led human beings to see themselves as superior to nature and separate. Ecosocial autonomy is an…
From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject
Critical thinking (CT) is frequently mentioned as a key competence in sustainability curricula.In this context our era is often diagnosed as being 'post-truth' , indicating an epistemic concern.However, emerging 'post-sustainable' views in education indicate that environmental crises are posing increasingly existential concerns, which might partly explain why simple consciousness-raising sometimes faces denial or fails to promote sustainable acti…
Exploring the moral exemplarity of Greta Thunberg
Linda Zagzebski’s exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in posi…
The Ecosocial World of Education
The recognition of human-caused environmental crises has increased the need to think and act in a way that bridges the ecosocial realities of humans and the rest of nature. Therefore, this theoretical article challenges the anthropocentric assumption of human social life and communication. We formulate an educational philosophy on the nature of sociality, that recognizes the intertwining of human and other realities, and we ask how this kind of m…
Education for sustainable development
In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We…
Sociology (9 works) · Epistemology (8 works) · Philosophy (7 works) · Environmental Education and Sustainability (6 works) · Environmental ethics (6 works) · Psychology (6 works) · Political science (5 works) · Pedagogy (4 works) · Philosophy (4 works) · Social Psychology (4 works)