On Learning Interbeing

Potts, M; Le Hunte, B; Ross, K

On Learning Interbeing

Potts, M

Le Hunte, B Ross, K

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Publisher:: SAGE PUBLICATIONS INC
Publication Type:: Journal Article
Citation:: Journal of Transformative Education, 2024, 22, (1), pp. 42-63
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Potts, M https://orcid.org/0000-0001-6394-8470
dc.contributor.author	Le Hunte, B
dc.contributor.author	Ross, K
dc.date.accessioned	2025-01-21T00:51:28Z
dc.date.available	2025-01-21T00:51:28Z
dc.date.issued	2024-01-01
dc.identifier.citation	Journal of Transformative Education, 2024, 22, (1), pp. 42-63
dc.identifier.issn	1541-3446
dc.identifier.issn	1552-7840
dc.identifier.uri	http://hdl.handle.net/10453/183897
dc.description.abstract	The experience of interbeing – or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world – gives a profound sense of interconnectedness. Teachings of interbeing have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of interbeing and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students – and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.
dc.language	English
dc.publisher	SAGE PUBLICATIONS INC
dc.relation.ispartof	Journal of Transformative Education
dc.relation.isbasedon	10.1177/15413446231177632
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	Potts, M., Le Hunte, B., & Ross, K. (2024). On Learning Interbeing. Journal of Transformative Education, 22(1), 42-63. Copyright ©2023. DOI: 10.1177/15413446231177632
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	3903 Education systems
dc.title	On Learning Interbeing
dc.type	Journal Article
utslib.citation.volume	22
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
dc.date.updated	2025-01-21T00:51:27Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	22
utslib.citation.issue	1

Abstract:

The experience of interbeing – or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world – gives a profound sense of interconnectedness. Teachings of interbeing have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of interbeing and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students – and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.

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http://hdl.handle.net/10453/183897