Educating During the Great Transformation

Abstract

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.

Institutional Fragility: Structures of Dominance in American Higher Educational Institutions Inhibiting Sustainable Education

“…Sustainability asks us to flatten hierarchical structures, think systemically, collaborate, be authentic, be just, be equitable, be inclusive, build relationships, and enact a collective vision that requires collective decision making. It is challenging and will require a newer way of thinking-a systemic and ecological way of thinking and a relational way of being (O'Neil, 2018;Lange et al, 2021). I was once told by an upper administrative leader, faculty have way more power than they think, the hard part is getting them to care enough to build consensus.…”

“…I drew from ecological principles in nature to implement a Living Learning System design (O'Neil, 2017(O'Neil, , 2018. I also drew from a transformative relational ontology (O'Neil, 2018;Lange et al, 2021) and other sustainability principles to guide my decision-making and actions, such principles as, ". .…”

Clarity of the Educational Assistant Role: A Look toward Policy and Practices

“…From my epistemological view, not all organizational voices working closely with special needs students are equitable. As such, there remains a top hierarchal organizational leadership voice [16].…”

Adult education and social justice: International perspectives

“…Capitalism (and colonialism) are built on alienations and hierarchical arrangements that are re-produced through separation, dispossession, divisions. Lange et al (2021) describe Indigenous knowledge systems as profoundly relational across human and the more-than-human worlds. They argue that we need to move from the 'separation paradigm' which carries the techno-industrial values of Western Eurocentric culture, towards the 'relationality paradigm' that can take us beyond entrenched ways of thinking and being.…”