Re-Thinking Intuition as Relational in Education
This article explores what we identify as two forms of intuition. The first is a form called teacher-intuition, which is described as expertise-based, rational, and individualised. The second form, relational-intuition, is inspired by Intuitive Interspecies Communication and presented as an embodied...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Cambridge University Press
2025-05-01
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| Series: | Australian Journal of Environmental Education |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062625000308/type/journal_article |
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| Summary: | This article explores what we identify as two forms of intuition. The first is a form called teacher-intuition, which is described as expertise-based, rational, and individualised. The second form, relational-intuition, is inspired by Intuitive Interspecies Communication and presented as an embodied, reflexive, and connected way of being with/in the more-than-human world. Guided by hermeneutic methodology, anecdotes and research vignettes aid in understanding the ontological and epistemological differences of these two intuitions. We consider how teacher-intuition might unduly limit the possibilities available for ecologically minded pedagogies, especially in comparison to relational-intuition, which opens more ontologically diverse ways to be teacher — thereby expanding one’s options for interacting with students and creating space for ecological connection. Wild Pedagogies (Jickling et al., 2018) is drawn upon to help situate relational-intuition. We conclude with questions that educators may consider with regards to the form and range of their own intuitions, with a view to perhaps bringing forward more relational forms. |
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| ISSN: | 0814-0626 2049-775X |