Posthumanistyczna pedagogia wspólnych światów dzieci i zwierząt – od niezależności do relacyjności
DOI:
https://doi.org/10.18778/2450-4491.17.05Słowa kluczowe:
posthumanizm, wspólne światy, pedagogia wspólnych światów dzieci i zwierząt, relacyjność, dobro wspólneAbstrakt
Zamierzeniem autorki jest przedstawienie koncepcji pedagogii wspólnych światów dzieci i zwierząt, osadzonej w ramie założeń posthumanizmu. W jego świetle dziecko jawi się jako istota ściśle związana z pozaludzkimi bytami, jednostkami i siłami, egzystująca we wspólnych światach życia. Zamieszkujące te światy dzieci i zwierzęta nie są odseparowanymi od siebie bytami, lecz istotami relacyjnymi, sprawczymi, wzajemnie na siebie wpływającymi. Pedagogia wspólnych światów dzieci i zwierząt jest rozumiana jako praktyka edukacyjna, która umożliwia dzieciom utrzymywanie niehierarchicznych relacji ze zwierzętami podczas spotkań międzygatunkowych. Oferuje ona dzieciom niekonwencjonalny sposób poznawania i działania, pozwala im bowiem nie tyle na uczenie się „o” świecie, co raczej na uczenie się razem „ze” światem. Przebywanie w heterogenicznych wspólnych światach i nawiązywanie z nim pogłębionych relacji wiąże się przy tym z koniecznością zadbania o dobro wspólne. Może to zapewnić pomyślną egzystencję ludziom i bytom pozaludzkim teraz i w przyszłości.
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