If we were to discuss posthumanist transdisciplinary pedagogies, we might refer to educational approaches that could potentially go beyond traditional human-centered thinking and disciplinary boundaries. Such a pedagogical perspective might integrate insights from posthumanism, a philosophical stance that would de-center the human in our understanding of the world. It could challenge anthropocentric views and might consider the agency of non-human entities, such as animals, plants, machines, and ecosystems, in knowledge production and learning processes.
Transdisciplinarity, in this hypothetical context, might refer to an approach that could transcend traditional disciplinary boundaries to address complex problems. It might involve integrating knowledge and methods from different disciplines, including sciences, humanities, and arts, to create a more holistic and nuanced understanding of issues.
The problem is that the very etymology of the word pedagogy refers to the "human" educational dimension; it is derived from the Greek παιδαγογια (begetting children, i.e., procreation), from παιδος (paidos: child) and αγω (needle: to guide, lead, accompany). So while a post-humanist pedagogy seems almost an oxymoron, this expression leads us to consider the profoundly changed scenarios, especially from an atropological and philosophical perspective, but also with respect to the latest innovations, such as artificial intelligence. In this scenario, also in profound and sudden evolution, transdisciplinarity I believe is a need, not just an option.
Dear Dr. Bello!
I found two articles that make a case for post-humanist transdisciplinary pedagogy in context:
1) Burnard, P., Colucci-Gray, L. & Sinha, P. Transdisciplinarity: letting arts and science teach together. Curric Perspect 41, 113–118 (2021). https://doi.org/10.1007/s41297-020-00128-y, Available at: Article Transdisciplinarity: letting arts and science teach together
2) Burnard, P., Colucci-Gray, L., & Cooke, C. (2022). Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences. Review of Research in Education, 46(1), 166-197. https://doi.org/10.3102/0091732X221084323, Open access: Article Transdisciplinarity: Re-Visioning How Sciences and Arts Toge...
Yours sincerely, Bulcsu Szekely
In my opinion, these pedagogies consist of employing active strategies that significantly increase student participation in the construction of concepts and in interrelating them to explain certain phenomena and processes in an interdisciplinary manner
Research colleagues from the UPN in Bogota held a seminar on the subject. In the following link you can find information that may be useful to you.
https://www.upn.edu.co/posthumanismo-y-pedagogia-critica-el-posthumanismo-de-martin-heidegger-y-las-tareas-del-pensar-pedagogico
Posthumanist pedagogies embrace diversity and multiplicity, recognizing that knowledge and learning are shaped by a wide range of actors, including non-human entities such as technology, animals, and the environment. They encourage educators to adopt inclusive and pluralistic approaches that value different ways of knowing and being.
I wanted to share two articles that might help situate this question in STEM education or related fields.
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