Educating During the Great Transformation
During this shifting of historical epochs, the “usual ways of doing things” is catalysing existential questions about the survival of humanity. Yet, it is precisely these points of severe disruption where the creation of something more complex and life-giving can evolve. In this article, we explore...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Ljubljana Press (Založba Univerze v Ljubljani)
2021-04-01
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| Series: | AS: Andragoška Spoznanja |
| Subjects: | |
| Online Access: | https://journals.uni-lj.si/AndragoskaSpoznanja/article/view/9692 |
| _version_ | 1797950463827509248 |
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| author | Elizabeth A. Lange Joy Kcenia Polanco O'Neil Katie E. Ross |
| author_facet | Elizabeth A. Lange Joy Kcenia Polanco O'Neil Katie E. Ross |
| author_sort | Elizabeth A. Lange |
| collection | DOAJ |
| description |
During this shifting of historical epochs, the “usual ways of doing things” is catalysing existential questions about the survival of humanity. Yet, it is precisely these points of severe disruption where the creation of something more complex and life-giving can evolve. In this article, we explore how the dominant Separation Paradigm has created the current disruptive socio-natural conditions. Individuals and societies steeped within the Separation Paradigm are unwittingly destructive, because they do not perceive, and thus unintentionally sever, the incomprehensibly relational nature of our universe. We summarise the overarching dynamics of the Separation Paradigm and critique how existent learning processes, including sustainability education, are reproducing the Separation Paradigm. A salve to the diverse manifestations of Separation, we describe multiple sources of the Relationality Paradigm as well as implications for relational ways of knowing and being, through an interweaving of theoretical and personal vignettes. Finally, we sketch the implications of a possible worldview transformation for educators and processes of education, particularly within transformative sustainability education.
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| first_indexed | 2024-04-10T22:15:41Z |
| format | Article |
| id | doaj.art-c1277ccab1e34206af591fbaf4f54f93 |
| institution | Directory Open Access Journal |
| issn | 1318-5160 2350-4188 |
| language | English |
| last_indexed | 2024-04-10T22:15:41Z |
| publishDate | 2021-04-01 |
| publisher | University of Ljubljana Press (Založba Univerze v Ljubljani) |
| record_format | Article |
| series | AS: Andragoška Spoznanja |
| spelling | doaj.art-c1277ccab1e34206af591fbaf4f54f932023-01-18T08:34:05ZengUniversity of Ljubljana Press (Založba Univerze v Ljubljani)AS: Andragoška Spoznanja1318-51602350-41882021-04-0127110.4312/as/9692Educating During the Great TransformationElizabeth A. Lange0Joy Kcenia Polanco O'Neil1Katie E. Ross2University of Technology Sydney, Institute for Sustainable Futures, AustraliaUniversity of Wisconsin, United StatesUniversity of Technology Sydney, Institute for Sustainable Futures, Australia During this shifting of historical epochs, the “usual ways of doing things” is catalysing existential questions about the survival of humanity. Yet, it is precisely these points of severe disruption where the creation of something more complex and life-giving can evolve. In this article, we explore how the dominant Separation Paradigm has created the current disruptive socio-natural conditions. Individuals and societies steeped within the Separation Paradigm are unwittingly destructive, because they do not perceive, and thus unintentionally sever, the incomprehensibly relational nature of our universe. We summarise the overarching dynamics of the Separation Paradigm and critique how existent learning processes, including sustainability education, are reproducing the Separation Paradigm. A salve to the diverse manifestations of Separation, we describe multiple sources of the Relationality Paradigm as well as implications for relational ways of knowing and being, through an interweaving of theoretical and personal vignettes. Finally, we sketch the implications of a possible worldview transformation for educators and processes of education, particularly within transformative sustainability education. https://journals.uni-lj.si/AndragoskaSpoznanja/article/view/9692Great TransformationSeparation ParadigmRelationality Paradigmtransformative sustainability educationecological grief |
| spellingShingle | Elizabeth A. Lange Joy Kcenia Polanco O'Neil Katie E. Ross Educating During the Great Transformation AS: Andragoška Spoznanja Great Transformation Separation Paradigm Relationality Paradigm transformative sustainability education ecological grief |
| title | Educating During the Great Transformation |
| title_full | Educating During the Great Transformation |
| title_fullStr | Educating During the Great Transformation |
| title_full_unstemmed | Educating During the Great Transformation |
| title_short | Educating During the Great Transformation |
| title_sort | educating during the great transformation |
| topic | Great Transformation Separation Paradigm Relationality Paradigm transformative sustainability education ecological grief |
| url | https://journals.uni-lj.si/AndragoskaSpoznanja/article/view/9692 |
| work_keys_str_mv | AT elizabethalange educatingduringthegreattransformation AT joykceniapolancooneil educatingduringthegreattransformation AT katieeross educatingduringthegreattransformation |