Relational Thinking : A Key Ingredient of Relational Education and Pedagogy

Lackovic, Natasa (2024) Relational Thinking : A Key Ingredient of Relational Education and Pedagogy. In: Rethinking Education and Emancipation : Diverse Perspectives on Contemporary Challenges. Palgrave Studies in Educational Philosophy and Theory . Palgrave McMillan, Cham, pp. 137-163. ISBN 9783031470431

Abstract

In this chapter, I discuss relational thinking as a form of emancipatory educational practice. Such a thinking is emancipatory as it aims to emancipate one’s mind from the contemporary dominance of an uncaring, individualistic, and market-driven educational paradigm, as well as the prevalence of dualist thinking (e.g. separating intellect from senses or matter) and rigid thinking (A or B, A or Nothing). A relational education that integrates relational thinking is in favour of rhizomatic and transdisciplinary understanding of life, which aligns with the world’s complexity and interdependencies. The point is to encourage nuanced knowledge of living and learning rather than disapprove of linear thinking, practical skills building, binary terms and concepts. An emancipatory character of relational education can be achieved when learning communities engage in practices that help them learn and reflect creatively, applying divergent/lateral thinking and critical analysis of knowledge in relation to human and more-than-human Others, as well as technology. I present an example of an inquiry graphics pedagogy (IGP) to show and discuss how and why pictorial images can be embeded in relational thinking. In summary, IGP can foster an understanding of educational concepts and practices as embodied, rhizomatic (multi-perspectival; open-ended), material and relational. An overarching emancipatory aim of relational thinking practices is to cultivate an orientation (of the mind) that identifies and examines rigid thinking and conceptual determinacy, for more liberating pathways in learners’ futures.