This article addresses major lacunae in higher education from the standpoint of Anthropocenic survival. Wicked problems transcend national, cultural and disciplinary boundaries. Eco-survival, international migration, destabilized global markets, shifts in the balance of strategic power, population pressures, cultural imperialism, post-secular quests for meaning-in-life, ambivalence of bio-scientific progress, to name a selection, are global. The case is put that features of a postmodern orientation to the academic curriculum—transdisciplinarity, transnationalism, wicked problem engagement—are better equipped to meet the fuzzy knowledge interests of tomorrow’s world than traditional mono-disciplinary curricula. However, both subject-based and transdisciplinary approaches can coexist with profit in the education of tomorrow’s global citizens. A paradigm shift in how we educate for survival is proposed here.
Keenan, W. J. (2020). Learning to survive: Wicked problem education for the Anthropocene age. Journal of Global Education and Research, 4(1), 62-79. https://www.doi.org/10.5038/2577-509X.4.1.1038
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