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.

中文翻译：

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（重新）考虑教育学——复杂时代的纠缠本体：抽象教育学和艺术教育对其他学科领域的批判性教育学重要性

本文认为，需要一个英国教育体系，以便它特别认识到复杂和快速的当代纠缠（人类和非人类）的特殊动态、共建性质，以及它们如何为学生的认知和本体发展提供信息。本文借鉴后人类主义理论，利用“生活世界”的概念，对当代儿童的生活体验进行新的解读，为教育学提供信息。它是对艺术实践中部署的抽象过程的教学和评估的更广泛教学价值的博士研究的一部分。