One Learning
This note is a sketch on approaches to learning that can integrate the knowledge of all life (integrate but not unify, cf. epistemological pluralism, etc.).
Significance
Such integration is significant in the world that is damaged by the anthropogenic commitment to betterment, progress, and efficiency that are supported by ever greater energy, space, and material requirements.
Gap
Current systems of education do not challenge the problematic impositions of progressivist, solutionist, technocratic, anothropocentric and oppressive logics emanating from institutions, including states, corporations, professions, educated and thus compliant populace, etc.
Current systems of educatione exclude a broad array or suble, useful, old and tested, or innovative but not commodifiable practices both human and nonhuman [examples: walking/moving, gathering/cooking, many forms of making, forms of memory, forms of communication, community relationships, forms of care, etc. ].
Existing approaches and their limitations:
- wild pedagogies
- ecological university
- making, hacking, DIY, do-it-together
Methods
Distinguish between learning and education. Learning is individual change motivated by bottom-up agencies. Education is a top-down institutional imposition for compliance with efficiencies, progress, market, etc.
Distinguish between professional education and life-oriented learning.
Illich, Ivan. Deschooling Society. Pelican Books. 1971. Reprint, Harmondsworth: Penguin Books, 1979.
Illich, Ivan. Tools for Conviviality. Glasgow: Fontana, 1975.
Barnett, Ronald. The Ecological University: A Feasible Utopia. London: Routledge, 2018.
Barnett, Ronald, and Søren Smedegaard Bengtsen. Knowledge and the University: Reclaiming Life. Abingdon: Routledge, 2020.
Democratise technology and make it accessible locally, in small groups, at low energies.
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