Education as Re-Embedding

How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these  are  formed. The paper  explores the ontological assumptions that underpin, usually implicitly, the pedagogical relationship and  opens up the question of how people know each other and the world they share. Using understandings based in a phenomenological approach and guided by social constructionism, it suggests that the most appropriate pedagogical method for teaching sustainability is one based on situated learning  and reflexive practice. To support its ontological questioning, the paper highlights two alternative culture‘s ways of understanding and recording the world: Those of the Inca who inhabited pre-Columbian Peru, which was based on the  quipu  system of knotted  strings, and the complex social and religious system of the songlines of the original people of Australia. As an indication of the sorts of teaching experiences that an emancipatory and relational pedagogy might give rise to, the paper offers examples of  two community learning experiences in the exemplar sustainable community of Stroud, Gloucestershire in the United Kingdom where the authors live.

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About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Pedagogy, Reflective learning, Relational, Situated learning, Sustainability and tagged , , , . Bookmark the permalink.

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