Current educational metaphor is trapped in its etymological underpinnings. As derivative of Indo-European root deuk, education does not only lead out, but must also create and maintain the ducts of its existence. In presenting various examples of how ducted systems originate, operate and thus educate, this thesis explores fluid nature of being within these ducts, and attempts to elucidate some concerns with a model of education rooted in -duction. By consideration of nonlinearity as fluidity, both in relation and as opposed to solidity of ducts, readers are asked to contemplate how different relationships may emerge, were education to be reconceived as ductless. Nonlinearity is woven throughout the work insofar as how concepts are presented and formulated; the ordering of concepts within the overall project; and a return to thematic concepts at various junctures, often with distinct arrangements and the use of various writing styles and techniques acting to simulate nonlinearity. Methodological complications in simulating nonlinearity in a conventional thesis format present challenges, but this anticipated experience of difficulty for the reader is an aim of this thesis as it attempts to conceive of education in acceptance of nonlinearity and fluidity. Fluidity is quite specifically positioned in this work as representative of human ontological nature. By consideration of fluidity, in regards to solidity of ducts, as well as opposed to nonlinearity, readers are asked to contemplate how novel relationships may emerge. Questions arise around challenges and possibilities with respect to accepting fluidity as constitutional to our being. These mainly play out through juxtaposition of solid human being and fluid human being; as well as learning through a ducted metaphor or less formally articulated and manipulated environments. Fluidity’s more chaotic temperament may evoke strong reactionary sentiments of existential nature such as: nausea, anxiety, disgust or incomprehension. The nature of this work finds strong affinity with these reactions and accepts them as necessary to approach the shift as proposed in the writing.
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