In this written version of the 2019 Radford Lecture, I address the challenges of teaching and learning about ourselves and others—human and more-than-human others—at this moment of global precarity. In Part 1, I analyse emotions in the Anthropocene through the lens of carnivalesque placestories. I conclude that we need to shift to a relational ontology and aesthetic sensibility based on kinship with the more-than-human. Part 2 explores pedagogies of love and enchantment and presents specific cases suggesting that children can shift to a relational ontology and aesthetic sensibility based on kinship. Part 3 takes up the troubles inherent in our current education system related to quiet citizenship. It asks how teachers might engage with students as activists on issues that matter to them in these precarious times.

在2019年Radford讲座的这篇书面版本中，我将探讨在全球car可危时刻，如何教导和学习关于我们自己和他人（人类以及超越人类的他人）的挑战。在第1部分中，我通过狂欢节风格的故事来分析人类世的情感。我得出的结论是，我们需要转向与人类无关的亲属关系和审美敏感性。第2部分探讨了爱情和结界的教学法，并提出了一些具体案例，这些案例表明儿童可以基于亲属关系转向关系本体论和审美敏感性。第三部分解决了我们当前的教育体系固有的与安静的公民身份有关的麻烦。它询问教师如何在这个动荡的时代与作为活动家的学生互动，解决对他们重要的问题。