Abstract:

The global challenges,such as dramatic climate change, digital inequality, and social justice demand a paradigm shift in how we conceptualize human beings and future education. The concept of the “Anthropocene” provides a critical framework to address these issues, facilitating a transcendence from Western-centered and anthropocentric perspectives while promoting a shared accountability for the present and future. This paper argues that future education in Anthropocene should take the humanity as a whole, incorporating both diachronic (historical) and synchronic (contemporary) dimensions of human existence. It emphasizes the need to reconceptualize educational practices by recognizing the repetitive nature of pedagogical processes, the mimetic mechanisms inherent in learning, and the epistemic significance of tacit knowledge which rests mainly on bodily engagement. Future-oriented education should foster global interconnectedness through reflective self-awareness (“observing inner-self”) and intercultural learning (“drawing on others”), enabling innovative responses to global issues.

Key words: anthropocene, repetition, mimesis, future education, tacit knowledge, community of shared future for humankind