Paper short abstract:

Current Western education is overly reductionist, emphasizing knowledge transfer. Anthropology counters this neglect of holistic human development, offering regenerative insights that can enrich both secondary and higher education for resilience in a crisis era.

Paper long abstract:

Contemporary Western education, often state-supported, is notably reductionist, focusing on transmitting knowledge, information, and, to some extent, competence. However, this neglects other dimensions of human existence that a holistic perspective should cultivate: learning not just how to learn, but also how to be with people (as well as non-humans), among people, and simply how to be. These skills are increasingly crucial in the current era of poly-crisis and expected partial breakdowns of societal functions. Anthropology enhances its regenerative role by leveraging its accumulated knowledge of indigenous cultures and methodological principles, including a holistic approach to the individual and his or her functioning in communities and societies. This approach can contribute to expanding the educational forms necessary for such critical times. Modern education shall seek inspiration from anthropology extending beyond mere knowledge transmission. Emphasis should not only be on developing critical thinking but also on nurturing critical, social, ecological, and psychological sensibilities. Fostering social responsibility and intercultural competence should intertwine with developing the whole person in each student, covering mental, physical, and moral resilience. The paper focuses on practical examples illustrating anthropology's potential to regenerate these skills, with a particular focus on contemporary secondary and higher education.