Teaching the Uncanny: _A Dark Pedagogy_ for Climate Disruptions

This essay develops the notion of Dark Pedagogy as a framework for responding to climate and ecological disruption. It begins with the claim that climate breakdown exemplifies the metacrisis: a structural condition in which the very knowledge of ecological catastrophe coexists with inaction, denial, or disavowal. Climate disruptions thus reflect not only material devastation but also the erosion of social, political and cognitive frameworks that normally enable collective response. Dark Pedagogy foregrounds the parallel between the metacrisis and the psychological dynamics of disavowal, showing how familiar narratives of progress, harmony and control both obscure ecological realities and perpetuate ineffective responses. Against educational approaches that rely on hope or reassurance, Dark Pedagogy emphasises dwelling with unsettling affects as a means of confronting the uncanny instability of the world, using Giacomo Leopardi’s reflections on nature as an exemplary case. Anguish, in this context, is treated not as a symptom to be overcome but as a critical signal: it reveals the fragility of our assumptions, alerts us to the limitations of familiar frameworks and opens a horizon for education rooted in reflection, ethical engagement and attentiveness to the unpredictable, often hostile realities of the current geological era.