Education as Exduction and Co-Becoming

This paper explores a transformative understanding of learning and/as knowledge creation, emphasizing an engaged epistemology that aligns with 4E cognitive science approaches and anticipatory sense-making. Traditional education paradigms rooted in propositional knowledge (transfer) are challenged, while the cultivation of neglected modes of knowing (perspectival and participatory) is presented as essential for developing the skills and mindsets needed for successfully navigating the complexities of a dynamically unfolding uncertain world. The paper argues for a paradigm shift in education that centers on an enactivist perspective, anticipatory sense-making and non-propositional forms of knowing. By reimagining learning as ongoing dialogue with the world (“ex-ducere,” Ingold), this approach envisions education as a collaborative endeavor of co-becoming. Here, knowledge is co-created and innovation arises from the dynamic interplay of human creative agency with the creative agency of the world itself. Through an engaged epistemology, education can become a catalyst for generating profound novelty and meaningful futures, equipping individuals with the competency to get in resonance with the world-to-be.