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Outlining an Education Without Nature and Object-Oriented Learning
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.ORCID iD: 0000-0001-7052-1088
2018 (English)In: Research Handbook on Childhoodnature / [ed] Cutter-Mackenzie A., Malone K., Barratt Hacking E., New York: Springer, 2018, p. 1-22Chapter in book (Other academic)
Abstract [en]

This chapter interrogates the concept of nature as central to the understanding of education, learning, and the position of the child in education. Based on a problematization of the concept of nature, a philosophy of education without nature is outlined. This philosophy is substantiated by a conception of object-oriented learning, where learning is reconceived as a primarily aesthetic process of unappropriation. In sum, this chapter aims to develop an alternate ecological outlook on education that wants to open up processes of learning as to foster nearness and compassion with other objects.

Place, publisher, year, edition, pages
New York: Springer, 2018. p. 1-22
Series
Springer International Handbooks of Education.
Keywords [en]
Objects, Speculative realism, Object-oriented ontology, Aesthetics, Philosophy of education, Nature, Learning
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-358393DOI: 10.1007/978-3-319-51949-4_12-1ISBN: 978-3-319-51949-4 (electronic)OAI: oai:DiVA.org:uu-358393DiVA, id: diva2:1242421
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2018-08-28

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Bengtsson, Stefan L.
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