Anthropocene Literacy for Science Education

Abstract

No scientific concept in the twenty-first century has garnered more attention from scholars outside the scientific community than the Anthropocene. Despite the official rejection by the geological community in March 2024 of the proposal for an Anthropocene Epoch as a formal unit of the Geological Time Scale, it is expected to remain an invaluable descriptor of human impact on Earth. It is also undeniable that it will continue to inspire vigorous studies not only in geology, ecology, and Earth system science but also in the humanities, social sciences, and the arts. How, then, can the Anthropocene be effectively taught in science classrooms? This paper seeks to underscore the value of teaching this novel yet controversial concept to STEM students and proposes an educational curriculum that addresses both scientific content and social issues. The primary pedagogical object is to foster what we call “Anthropocene literacy,” which comprises three key components: understanding the nature of science through the lens of the Anthropocene, embracing a multidisciplinary approach, and gaining insight into the impact of human activities on the Earth. These components serve as the cornerstone of our proposed educational framework, which aims to equip students with the knowledge and critical thinking skills necessary to comprehend the complexities of the Anthropocene and its implications for our planet.