Transforming Transformative Education Through Ontologies of Relationality

Abstract

It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relational ontologies. These intersections as well as the theory of agential realism of Karen Barad, feminist physicist, are used to propose a next generation of transformative learning theory, one that is embedded in ontologies of relationality. The author came to relational ontology through environmental and sustainability education. This fruitful cross-fertilization helps illuminate a transformative approach to sustainability education or transformative sustainability education—which has not yet been explicitly theorized. Relationality demands an ethical, ontological, and epistemological transformation. The six criteria that emerge in the overlap between quantum physics, living systems theory from ecology, and Indigenous philosophies can reframe our understandings of transformative education, particularly toward socially just and regenerative cultures, completing the work of unfinished justice and climate movements. Pertinent to adult educators, Naomi Klein (2014) asks, “History knocked on your door, did you answer?” (p. 466).

Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context

“…These types of developmental changes are essential preliminary components of TSE, where knowledge about our own habits, conditions, behaviors, and patterns in relationships with other human beings is central [16,17].…”

“…Relational approaches to transformative learning are building momentum recently in the context of TSE [16,17] and offer avenues for revitalizing transformative learning research.…”

“…He defines the symbiotic real as a mutual "reliance between discrete yet deeply interrelated beings" immersed in a phenomenology of "solidarity" (p. 2). Similarly, both Lange [16] and O'Neil [17], draw from Barad's [66] work with agential realism to articulate ontologies of relationality where human-human and human-non-human interactions are inseparable. Within these frameworks, agency emerges through a performance of intra-actors, and all beingness is collaborative.…”

“…Consequently, education in IHLs contradicts sustainability education when institutions remain unwilling to look critically at their goals and practices. IHLs also frequently conform to the epistemological and ontological frameworks of the dominant culture within which they are embedded, making the possibility of exploring new and challenging onto-epistemological domains, a growing trend in TSE [16,17], much less likely. Thus, there is a need for alternative learning contexts and institutions that are relatively free of these constraints and willing to explore divergent curricula, novel pedagogies, and be themselves transformed.…”

Making (Non)Sense of Urban Water Flows: Qualities and Processes for Transformative and Transgressive Learning Moments

“…. the ontological and epistemological roots of our society that have created the many global crises, social issues, and individual stressors that shape our daily lives" [30] (p. 291). This stage, in a way, is about uncovering the (non)sensical that makes our unsustainable norms feel sensible.…”