ABSTRACT
Building on the insights developed in Chapter 1, this chapter substantiates the theory of learning as a worlding practice. The focus is on the content-related learning movement, in which learners bring themselves into relationship with themselves, with others, and with the world, and the concept of tentacular learning is introduced. Tentacular learning constitutes the core of human learning, and it is of vital importance in today’s crisis-ridden world. In dialogue with traditions of thought that contribute to the theory of learning as a worlding practice, such as Klaus Holzkamp’s theory of affinitive learning, Tim Ingold’s theory of attention, and Hartmut Rosa’s theory of resonance, the chapter elaborates on the interior structure and dynamic form of tentacular learning, demonstrating the centrality of dialogue. This provides a basis for understanding the possibilities and limitations of digital technologies for developing learning as a worlding practice.
