(Re)Considering Pedagogy – Entangled ontology in a complex age: abstraction pedagogy and the critical pedagogical importance of art education for other discipline areas

This article argues that a UK education system is required such that it specifically recognises the particular dynamic, co-constructive nature of complex and rapid contemporary entanglements (both human and non-human) and how they inform the epistemic and ontological development of students. This article draws from posthumanist theory and uses the concept of ‘lifeworld’ to cast new light on the lived-experiences of contemporary children to inform pedagogy. It is part of a doctoral research into the wider pedagogical value of the teaching and assessment of processes of abstraction deployed in art practice.