More Personal Knowledge for More Sustainable Higher Education

Abstract The article aims at considering the characteristics of Anthropocene era from a broader perspective and emhasizing possibilities pedagogy to reduce current unsustain-ability higher education. relationships between human nature are affected by wicked problems. In particular, they influenced intermingling anthropocentrism, egocentrism egoism, which affect these causing changes in being, i.e., sensitivity sensibility occur that naturally necessary for adaptation environment. For case study, we have used processes taking place phenomenon level, known as first-person (1PP) characterized an active dynamic connection with It should be noted 1PP cannot observed distance, there number interrelated begin effects environment, formation “self” self-image. follows complex consciousness is implemented within egocentric reference system, where experience structured according image body. will present findings study obtained performing two tasks: (1) development personally significant view researcher on sustainability (2) involvement adaptive learning suitable pandemic conditions. We would like stress has been developed our reaction intensification unsustainable relationship , initiated maintained tangle problems . From pedagogical perspective, looked opportunity use basis natural origin relations maintain more integrated activities personal knowledge, so sustainable education could promoted means experience. Through lenses phenomenology, identified need impact through methods. also recognized opportunities carefully. this way, can gain new experiences holistic understanding individual enhance unique abilities prototype knowledge order build