This paper argues that, to tackle the issue of sustainability, we should pay more attention to the temporality of socioecological processes. Only thus can we better understand current subjective and institutional constraints, as well as envision new potential pathways for transformative change. Two main arguments are developed: (1) there is a uniqueness in the temporality of Earth system processes associated with planetary boundaries that deeply transforms our time horizon and the pace of change, and (2) this situation creates a disruption (...) of the temporality embodied in dominant sociopolitical conventions such as the institutional definition and operationalisation of sustainable development. New research avenues and time policies are suggested towards responding meaningfully to the alarming current socioenvironmental trends. (shrink)

For Bernard Stiegler ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and mostly devastating consequences for all life. To consider possibilities for action within the field of education (...) to the conditions of the contemporary, I read Walter Mignolo’s concept of the colonial wound together with Gilles Deleuze’s conceptualisation of the wound. Based on this reading, I argue for the conditions of the contemporary to be understood as a wound in both Mignolo’s and Deleuze’s sense. Conceptualising it as such in turn allows me to ask how we might counter-actualise the wounds of the contemporary. In other words, how might we be worthy of the wound-event and respond in an affirmative yet critical manner to it within the field of education, and in so doing generate new possibilities of (educational) life. To consider what one such possibility of counter-actualisation might entail, I propose that education be informed by the notion of incompleteness, as expressed in the concept of conviviality. I conclude by reflecting on implications of counter-actualising the wound of the contemporary in relation to education if we were to activate the concepts of incompleteness and conviviality and pursue a different aesthetics of (educational) life. (shrink)