The Legacy of 1970s Continental Philosophy Viewed Through a Revival in Social Ecology

• In Event: The Viability of Change: Challenging Established Norms and Structures in Educational Research and Practice

Abstract

Objective
This presentation intends to interrogate the legacies of Deleuze and Foucault with the aim of reviving social ecology in the current educational research arena. This is not an easy task, given the considerable headwinds and resistances that one encounters in the present research and political moment.

Theory
Much of the high theory of the 1970s that we derive from France may seem to be dated and idealistic in the current situation of global capitalism, climate crisis, and a collective political lurch to the right/reactionary politics. This presentation will analyze how and why this high theory is in fact more relevant than ever to the present situation, and in fact provide educational researchers with an escape route and window out of the ways in which the present day presents a closed and entrapped situation. This presentation will proceed according to three themes, and the three necessary bridges that cross the divide between the high theory of 1970s France, and a new sense of social ecology for today. 1) A rethinking of history in terms of the Anthropocene, and how we have got there. Foucault was a historian, and his notion of the history of ideas can be applied to the Anthropocene, wherein all human history culminates in the potential to drive ourselves into extinction. 2) Educational research in terms of social ecology and the Anthropocene. The reality of climate change has potentially dramatic effects on the premises of education research, and the asking basic questions such as why are we doing such researches, and do they (can they) have any positive effects on the environment, and if so, what are they? 3) What are the realities of power and change given the call to revive social ecology in the current situation?

Methods or Modes of Inquiry
Whilst this paper is mainly theoretical and speculative, it does have a basis in empirical studies. Deleuze called this basis, ‘transcendental empiricism’. Whilst this is clearly a contradiction, it does indicate the mode of inquiry that this presentation will take, which could also be explained through the concept of ‘disjunctive synthesis’. In effect, this paper will call for theory to be invented from the bottom up, in everyday situations of teaching and learning, and where social ecology can be practiced. This approach could also be called a non-method, in that it does not pre-designate one way of working to elucidate theory from practice, but looks to the binding concept of social ecology to make progress in the current climate emergency situation.


Significance
This paper signifies a new approach to social ecology, one that takes into account the high theory of Foucault and Deleuze, and moves the field ahead to tackle the most pressing issue of today: climate change. Whilst there are no guarantees that this will always work, it should be taken seriously as a genuine attempt to articulate and explain a way forward for education research.

Authors

• David R Cole, Western Sydney University

• Mehri Mirzaeirafe, University of North Texas