(Re)Considering Pedagogy – Entangled Ontology in a Complex Age: Abstraction Pedagogy and the Critical Pedagogical Importance of Art Education for Other Discipline Areas

Abstract

Abstract This article argues that a UK education system is required such that it specifically recognises the particular dynamic, co‐constructive nature of complex and rapid contemporary entanglements (both human and non‐human) and how they inform the epistemic and ontological development of students. This article draws from posthumanist theory and uses the concept of ‘lifeworld’ to cast new light on the lived‐experiences of contemporary children to inform pedagogy. It is part of a doctoral research into the wider pedagogical value of the teaching and assessment of processes of abstraction deployed in art practice.

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