Abstract
If COVID 19 is a crucial turning point in the history of our civilization, other crisis are lurking. The World Economic Forum predicts that by 2030, the workforce will be composed of AI and social robots that will greatly reduce the need for human intervention. Additionally, the UN foresees that temperatures will have risen to critical levels, dramatically increasing environmental refugees’ migration. It is evident that our civilization is at the end of a cycle and that we need to rethink the way we live. Western culture has taught us to disregard our needs for the greater industrial good. This has led to our becoming the only species willingly destroying our habitat, a slow collective suicide that we must stop. Perhaps the greater good needs to be redefined as the planet’s greater good: animals, plants and humans coexisting instead of competing for resources. This study explores art education pedagogical models that can help prepare students for the uncertain and turbulent future they will face. How can educators harness the power of informal education afforded by networks to help people evolve within their techno-natural ecosystems? We know that the sustainability of our future depends on our ability to become resilient and adaptable, but also empathetic, curious and loving, both in terms of self-love, love towards others and for the planet. Is it possible to teach how to slow down and deeply listen to the knowledge embedded in our genes, bodies, emotions and habitats to focus on well-being instead of busyness?
Presenters
Alexandra BalAssociate Professor, New Media, RTA School of Media, Toronto Metropolitan University, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teaching, Empathy, Adaptability, Resilience Building
