CRITICAL ENBIAGOGY (Εμβιαγωγική): BIOCENTRIC (INTERSPECIES) CRITICAL-PRAXICAL EDUCATION & COMMUNICATION BEYOND HUMAN BEINGS – DE-ANTHROPOCENTRISM

Any radical and innovative educational theory poses the following questions: How should we learn about and teach regarding every living being?What is the appropriate place of animals in human education?Is there an alternative education?A critical interspecies pedagogy of beings that opens up other knowledge about human-animal relations?In other words: What happens to education when humans are not considered the centre of teaching subjects?In the field of Critical Pedagogy, the issue of animal rights requires due consideration.Foucauldian biopower leads to the exploitation of animals, which is linked to racism, class discrimination, and multiple forms of violence and hierarchy.As Nehm (2019) highlights, a paradigm shift presupposes the adoption of theories of conceptual change.This adoption concerns our scientific, research, and educational removal from pedagogical science and sciences of education towards a new enbiagogy and is even critical in the third decade of the 21st century.The basic concepts that constitute the core of an inter-/trans-species perspective, according to Taylor (2017), can be summarized as follows: a. Humans are members of the earthly living community, in the same sense, with the same value, and on the same terms as other living beings.b.Humans have no greater inherent value than other living beings.Why should we assume that they do not think, have feelings, grieve, suffer, or are not aware of the world around them? On many occasions we have misused the very animals' names as swear words.Is this the correct approach in a new framework in regard to our 21st century education?This is The Question to be Answered.