ABSTRACT
In Chapter 4, the concept of pedagogy offers a springboard for engaging the affective and sensory dimensions of learning as a trans-qualitative process. Building on a range of radical pedagogies from thinkers such as Elizabeth Ellsworth and Erin Manning, an ecological aesthetics of the learning environment is developed through engagements across the fields of process philosophy, contemporary art, architecture, and education studies. Specific examples are drawn from a series of pedagogical experiments with pre-service teachers, who develop innovative conceptual designs for adaptive learning environments orientated towards relationality and non-compliance. Pivoting on ideas introduced by these groups of students, the chapter turns to a speculative discussion of the atmospheric and digital dimensions of contemporary learning environments.
