How Do We Relate?

Abstract

This chapter shows that what is needed in formal and informal education is not only the connections between theories and practice that have been called for so far in the book but also something that enables people to genuinely relate to each other and disparate ideas. This chapter asks, 'How do we relate?' Like other MELT questions, we can ask this question in relation to the small scale: within a class, or a small group investigation before lunch. Or we can ask it in relation to a larger scale: how do we relate learning from one lesson to the next, from one subject, one term, one year, one stage of education to the next? Ultimately, the question becomes 'how do we relate our thinking about teaching and learning to that of other educators?' The MELT provide a conceptualisation that represents these different progressions, people and perspectives, and that facilitates connected relationships.This chapter focuses on the problems associated with the relationships between humans, as well as relationships between humans and the planet. It looks at why things have proceeded in a direction that was, to a large extent, inevitable in terms of how human solutions to problems, including technology, caused problems that were sometimes larger than the ones originally solved. However, now that we have a more comprehensive view of the planet than ever before, the chapter moves on to consider whether our future is, or may become, a little less inevitable. As noted in Chap. 5, part of the solution to entrenched or emerging problems is rethinking what theory does for education, and taking a complementary rather than a competing perspective of theory. This will enable more unified efforts towards providing learning environments that develop thinkers who can solve humanity's and Earth's problems.First in this chapter is a story about cosmonauts and astronauts uniting in space during the middle of the Cold War. This story is a reminder that connections between clashing perspectives can be worthwhile and powerful, and that such connections can be made against all odds. The story provides context for how we might relate to © The Author(s) 2020 J. Willison, The Models of Engaged Learning and Teaching, SpringerBriefs in Education, https://doi.