The purpose of this paper is to interconnect pedagogy and biology via second-order cybernetics.
The approach taken is that of a synthesis.
Biology can better deal with intersubjectivity within and between species by incorporating approaches and theory from education inquiry. Conversely, educators can de-anthropocentrize their discipline by entering into learning relationships with other species. By rallying around the concept of “eduction”, second-order cybernetics plays a role in both syntheses.
De-anthropocentrizing education could have practical value in creating ecologically relevant education for children and in developing more integrated environmental impact assessments.
Finding convergence between the study of life and forms of practitioner inquiry in education research, and connecting these to the environmental movement.
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