ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book presents the educational use of literacy dogs and augmented reality technology as examples that illustrate educational relationality functions as a theory, even when the relations involve nonhuman relata. It discusses the idea uniqueness as a recurring theme in both humanist and intersubjective approaches to education. Thus, for educational relationality dogs, technology – or forests and nature – are all approached as equivalent types of relata. The book discusses the educational relation developed from a relation where the teacher subject transmitted knowledge to the student object. A student who gazes out the window might be in movement even if her/his cognitive apparatus is not activated in relation to the assignment on the desk. The chapter explains the human limitation of experiencing impermanence and how teachers can handle movement and activity that they cannot access.
