There are no perfect solutions to the complex mess the planet is in right now, but there might be some better directions for the contemporary ‘university in ruins’ (Readings, 1996). In a world of struggling liberal democracies, climate change, biodiversity loss and global pandemics, this paper builds on the philosophical work informing the Ecological University (Barnett, 2018; Stratford, 2019) to shore up the theoretical groundwork for an ecological approach to higher education. While such a concept is fanciful (or utopian) in many respects, the possibilities for an ‘ecological’ turn in higher education policy and practice – beyond liberal and neoliberal approaches to higher education – point towards university policy and practice requiring a clearer understanding of ecological subjectivity as a basis for an ecological curriculum in higher education. This paper explores how ecological subjectivity could be developed via the concept of Anthropocene Intelligence. It explores how Anthropocene Intelligence can be used as a way of challenging the mainstream, liberal context of the higher education curriculum. Several ways in which this might occur are pointed to with potential changes to economics teaching being detailed as an example of the transformation that might be possible in an ecological higher education curriculum.

中文翻译：

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走向生态一切——生态大学、生态主体性与生态课程

对于地球目前所处的复杂混乱状况，没有完美的解决方案，但对于当代“废墟中的大学”来说可能有一些更好的方向（Readings，1996）。在自由民主国家苦苦挣扎、气候变化、生物多样性丧失和全球流行病的世界中，本文以生态大学的哲学著作（Barnett，2018；Stratford，2019）为基础，为高等教育的生态方法奠定理论基础。 。虽然这样的概念在许多方面都是幻想（或乌托邦），但高等教育政策和实践中“生态”转向的可能性——超越自由主义和新自由主义的高等教育方法——表明大学政策和实践需要对生态有更清晰的理解。主体性作为高等教育生态课程的基础。本文探讨了如何通过人类世智能的概念来发展生态主体性。它探讨了如何利用人类世智能来挑战高等教育课程的主流、自由主义背景。指出了可能发生这种情况的几种方式，并详细说明了经济学教学的潜在变化，作为生态高等教育课程中可能发生的转变的例子。