ABSTRACT
In the final chapter of the book, I bring the main themes together under the heading of world-centred education. I argue how world-centred education aims to provide an alternative for two popular but problematic educational positions, that of child-centred education and that of curriculum-centred education. Both are not just insufficient because they only look at a part of the whole educational picture, but also because they tend to overlook the existential question – a question, so I suggest, that always poses itself in our encounters with the world, where the world does not appear as material for our understanding and sense-making, but actually may be asking something from us, and that it is the encounter with this question that actually calls our subject-ness into existence. I discuss this “other” way in which the encounter with the world takes place – not emanating from our intentions or attempts at sense-making but emerging from how the world may affect us – and connect this to Marion’s idea of anamorphosis, which has to do with the challenge of finding the place where one can be found. This, then, connects the main themes of the book – the existential question of our subject-ness, the idea of education as a form of intentional action, the orientation towards the student’s freedom, and the presence of the world – and makes clear how this world-centred orientation seeks to respond to the challenge of education “after Asuchwitz.”
