ABSTRACT
This chapter aims to develop one’s capacity to identify that one sees the world through particular framings which are often so engrained that they appear as ‘the way things are’ and are accepted as ‘truths’. In particular, the chapter identifies and explores how Western (Eurocentric) framings or ‘worldviews’ understand the world as fundamentally stable, made of separate, orderly, unchanging parts. It examines the origins of these often-hidden dominant ways of thinking about the world, and connections within it, and the problems that these ways of thinking can create in education, particularly in education which wishes to take the issues of sustainability and democracy seriously. The chapter then explores other ways of framing the world as a place of flux, emergence, interconnection and entanglement, drawing on a range of sources including Heraclitus, Bergson, complexity theory and Indigenous knowledges. The chapter considers why these ideas are important, including in education, in this era of the Anthropocene, as the world faces unprecedented challenges such as mass species loss and climate change.
