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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Cambridge University Press
2025-05-01
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| Series: | Australian Journal of Environmental Education |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062625000308/type/journal_article |
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| author | Megan Tucker Sean Blenkinsop |
| author_facet | Megan Tucker Sean Blenkinsop |
| author_sort | Megan Tucker |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-eee1ec6de8cb46e7841a5a14fd730134 |
| institution | DOAJ |
| issn | 0814-0626 2049-775X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Australian Journal of Environmental Education |
| spelling | doaj-art-eee1ec6de8cb46e7841a5a14fd7301342025-08-20T03:03:11ZengCambridge University PressAustralian Journal of Environmental Education0814-06262049-775X2025-05-014136738210.1017/aee.2025.30Re-Thinking Intuition as Relational in EducationMegan Tucker0https://orcid.org/0009-0000-6302-0322Sean Blenkinsop1https://orcid.org/0000-0001-7503-0974Faculty of Education, Simon Fraser University, Burnaby, BC, CanadaFaculty of Education, Simon Fraser University, Burnaby, BC, CanadaThis 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.https://www.cambridge.org/core/product/identifier/S0814062625000308/type/journal_articleEcological educationintuitionintuitive interspecies communicationrelational-intuitionwild pedagogies |
| spellingShingle | Megan Tucker Sean Blenkinsop Re-Thinking Intuition as Relational in Education Australian Journal of Environmental Education Ecological education intuition intuitive interspecies communication relational-intuition wild pedagogies |
| title | Re-Thinking Intuition as Relational in Education |
| title_full | Re-Thinking Intuition as Relational in Education |
| title_fullStr | Re-Thinking Intuition as Relational in Education |
| title_full_unstemmed | Re-Thinking Intuition as Relational in Education |
| title_short | Re-Thinking Intuition as Relational in Education |
| title_sort | re thinking intuition as relational in education |
| topic | Ecological education intuition intuitive interspecies communication relational-intuition wild pedagogies |
| url | https://www.cambridge.org/core/product/identifier/S0814062625000308/type/journal_article |
| work_keys_str_mv | AT megantucker rethinkingintuitionasrelationalineducation AT seanblenkinsop rethinkingintuitionasrelationalineducation |