Modern science has been developed from the understanding that objective knowledge (or the knowledge of objects) should be distinct from subjective knowledge (or the knowledge of the subject); therefore the impacts of scientific developments on the human subjects have not been considered. Material conceptions of development impoverish the planet of its resources. Such conceptions of development have generated climatic conditions that are increasingly catastrophic. The environment is destroyed in ways that places the survival of numerous species at stake. We live in a world that has lost its deep values. Shallow education, misinformation, intensified work and entertainment play a key role in disabling large parts of the population from even reflecting on the situation. The concept of “depth” in education emerged from a variety of disciplines, with the recognition that continuing business as usual didn’t make sense within the current state of affaires in Education. Current shallow teaching and learning practices need to be interrupted. New formats should be explored for Education at large. There are certainly new, more profound ways of understanding each discipline, and teaching and learning them. This goes along with a drastic revision of curriculum approaches—not to speak of emerging disciplines—in terms of depth of knowledge and connection to life. The time is ripe to introduce a new approach to Education.
Francois Victor Tochon, University of Wisconsin-Madison, United States