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This paper draws on process philosophy to imagine “care” as a collective practice of children and the forest in the context of Finnish early childhood education. By locating care in movement rather than an individual, the author challenges the notion of caring subjectivity and employs postqualitative inquiry to conceptually focus on an impersonal production of care. The author shows how care emerges in the between of children and forest in an outdoor learning environment and highlights what it continually produces. She (...) |
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Central to the work of Roberto Marchesini is a sustained critical engagement with the sciences of animal behavior. Drawing on veterinary, biological, and philosophical training, he critiques the legacy of Cartesianism that sees animals as machines at the same time as acknowledging the importance of biological knowledge and approaches for understanding animals. Further, he offers his own version of a zooanthropological and posthumanist method for the future of ethology as an interdisciplinary social science founded on shared existence, interaction, and understanding. (...) |
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Vinciane Despret is a Belgian philosopher whose work proposes new questions and approaches to human–animal relations. Of central importance to her thought is an intellectual and cultural proposal to allow animals to show their agency and to be interesting. In scientific research animals are too often reduced to uninteresting, instinctive machines, whereas other modes of engagement allow us to see the wonderfully surprising, culturally rich, and intelligently inventive lives lived by animals. With genuine curiosity, Despret responds that humans and animals (...) |
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The inability to respond to the environmental crises has been argued to stem from the crisis of imagination that underlies modernity. In response, the potentials of speculative approaches have been explored. This article presents a speculative worldmaking project conducted in a secondary school with young people. The project involved three consecutive phases, last of which is more closely examined. Next to the ideas and stories produced with young people, the paper discusses ways in which the unfolding of the project made (...) |
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This article addresses the problem of writing the posthuman in educational research. Confronted by our own failures as educational researchers within posthuman and new materialist approaches, it seeks a more radical opening to Lather and St Pierre’s question: ‘If we give up “human” as separate from non-human, how do we exist? … Are we willing to take on this question that is so hard to think but that might enable different lives?’ We do this to enable different lives for the (...) |
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