Abstract
In this piece I argue for posthumanism-based deliberation and education toward just global ecologies. I propose posthumanism’s nonanthropocentric ethical approach and conceptual framework enables a processual multiperspectival account of rich, variegated bionetworks and their organic and inorganic materials’ interrelationships and interdependencies. Among reciprocal studies and methodologies, I consider Mitchell’s (2004) integrative pluralism in tandem with a developmental systems paradigm of co-emergence to acknowldge the dynamic epistemological continuum of complex ecologies. In terms of specific embedded learning experiences, I briefly discuss Lind’s Konstanz Method of Dilemma Discussion (KMDD)® as one specific approach in which to cultivate democratic capacities whilst embracing the destabilizing-stabilizing tendencies of posthumanistic praxis for inclusive flourishing.
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