ABSTRACT
Theoretically, this chapter turns to posthuman philosophy in order to deal with the challenge of shifting from the intersubjective theories of educational relations to the creation of a theory of educational relationality. So far, the description of the knowledge-centered and student-centered approaches to educational relations has been intentionally discussed in a dualistic way. The purpose is not to install educational relations as a new centric position, but to use the concept of relationality as a decentering concept. The chapter presents the posthumanist theoretical framework of the study. It discusses the use of literacy dogs in animal-assisted literacy projects. The chapter deals with the use of augmented reality technology in education. It also discusses the human limitation of experiencing impermanence and how teachers can handle movement and activity that they cannot access. The chapter also presents an overview of the key concepts discussed in this book.
