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  • 29 - Convivialism, Interdependence, and Education

  • from Part III - Emerging Ethical Pathways and Frameworks
  • Edited by Sheron Fraser-Burgess, Ball State University, Indiana, Jessica Heybach, Florida International University, Dini Metro-Roland, Western Michigan University
  • Book:
    The Cambridge Handbook of Ethics and Education
    Published online:
    07 March 2024
    Print publication:
    14 March 2024, pp 619-637

  • Summary

    This chapter presents convivialism as a conception of the good life to inform and reshape education. Drawing from Ivan Illich’s views of a convivial society and two more recent manifestos proposing convivialism as a political philosophy for a world in crisis, the chapter discusses how convivialism offers a conception of the good life focused on living with human and nonhuman others. Convivial education relies on a conception of knowledge and skills as tools for conviviality, as well as an appreciation for the necessity to limit what can be considered legitimate individual and collective desires. Finally, the chapter argues that convivialism can inspire new educational initiatives and support existing countermovements based on principles of degrowth and decolonization.