ABSTRACT Philosophers of education have written about the moral, ethical, racial, and gendered dimensions of the hidden curriculum of what we eat, who we eat with, and the significance afforded this moment of the school day. To this body of literature, we add the observation that female bodies were positioned by Jean Jacques Rousseau as necessary food for the stuff of society. We trace the ways in which Rousseau’s rendering of the natural female body have followed us into our modern (...) educational systems such that any hopes for gender equality in our educational and social structures must attend to the pervasive naturalization of the bodies – human and nonhuman – that we are taught to milk for all that they are worth. (shrink)

In this article, Annie Schultz argues that there are messages to be found in mediums. As an addition to media literacy education in the digital information era, Schultz joins in conversation with philosophers of education who have turned to aesthetics and visual culture studies as a way of interpreting digital misinformation. She suggests that themes in art and issues raised in art criticism provide tools for understanding critically how digital media impacts us aesthetically and affectively. Modernism, in particular, is a (...) movement in art that offers interpretive tools for understanding how all the mediums of our information-fueled world impinge on our lived experience. By attending to mediums, we can develop the self-awareness necessary to understand critically how digital mediums influence how we make meaning. (shrink)

Students come into contact with the natural world and nonhuman others in a variety of scenarios. Of the embodied experiences with the nonhuman available to educational endeavors, the nature-based edutainment venue is growing in popularity. This article examines how such spaces work as ontological orderings—frames—for the human viewers and what the implications might be for an ecological sensibility. Through an exploration of Kant's and Dewey's philosophies of art, this article posits the implications of viewing nature as art, taking into consideration (...) the harmful and helpful implications of aesthetic viewing. Ultimately, this article is interested in the ways nonhuman beings and landscapes are situated in our visual perception and the implications for an education for ecological consciousness. (shrink)