Giant’s Kettles and Arctic Childhood
  • Simon CederEmail author
Part of the Children: Global Posthumanist Perspectives and Materialist Theories book series (CGPPMT)


Simon Ceder’s chapter Giant’s Kettles and Arctic Childhood, uses the geological formations of Giant’s kettles as a way to explore education and learning through movement. He shows how humans affect nature but discusses also how nature in a way affects itself. In this ongoing movement, human knowledge is only one way to make sense of the world. With the concept of intelligibility, Ceder shows how we learn by making ourselves intelligible to each other. This involves humans as well as the more than human surroundings and beings. Ceder points out that representational theory that is widely used in education is only one way to see the world and he presents that in education we should consider experiment, in itself, important rather than focus on the results of experiments. To Ceder intelligibility is about learning of materiality. He concludes by stating how we should see learning in a post-anthropocentric perspective.


  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  2. Biesta, G., & Osberg, D. (2007). Beyond re/presentation: A case for updating the epistemology of schooling. Interchange, 38(1), 15–29.CrossRefGoogle Scholar
  3. Bojs, K., & Sjölund, P. (2016). Svenskarna och deras fäder—de senaste 11,000 åren. Stockholm: Bonniers.Google Scholar
  4. Ceder, S. (2019). Towards a posthuman theory of educational relationality. Oxon and New York: Routledge.Google Scholar
  5. Colebrook, C. (2014). Death of the posthuman: Essays on extinction (Vol. 1). Ann Arbor, MI: Open Humanities Press.Google Scholar
  6. Edwards, R. (2010). The end of lifelong learning: A post-human condition? Studies in the Education of Adults, 42(1), 5–17.CrossRefGoogle Scholar
  7. Edwards, R. (2012). Theory matters: Representation and experimentation in education. Educational Philosophy and Theory, 44(5), 522–534.CrossRefGoogle Scholar
  8. Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham: Duke University Press.Google Scholar
  9. Haug, F. (1987). Female sexualization: A collective work of memory. London: Verso.Google Scholar
  10. Irigaray, L. (2002). Between East and West: From singularity to community. New York, NY: Columbia University Press.Google Scholar
  11. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York, NY: Routledge.Google Scholar
  12. Lenz Taguchi, H., & Palmer, A. (2014). Reading a Deleuzio-Guattarian cartography of young girls’ “school related” ill/well-being. Qualitative Inquiry, 20(6), 764–771.CrossRefGoogle Scholar
  13. Manning, E. (2007). Politics of touch: Sense, movement, sovereignty. Minneapolis, MN: University of Minnesota Press.Google Scholar
  14. Martin, K. (2007). Ma(r)king tracks and reconceptualising aboriginal early childhood education: An aboriginal Australian perspective. Childrenz Issues, 11(1), 15–20.Google Scholar
  15. Mithen, S. (1996). The prehistory of the mind: A search for the origins of art, religion, and science. London: Thames and Hudson.Google Scholar
  16. Olson, C. (2000). Zen, and the art of postmodern philosophy: Two paths of liberation from the representational mode of thinking. Albany, NY: State University of New York Press.Google Scholar
  17. Osberg, D., & Biesta, G. (2007). Beyond presence: Epistemological and pedagogical implications of ‘strong’ emergence. Interchange, 38(1), 31–55.CrossRefGoogle Scholar
  18. Osberg, D., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313–328.CrossRefGoogle Scholar
  19. Osberg, D., Biesta, G., & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. Educational Philosophy and Theory, 40(1), 213–227.CrossRefGoogle Scholar
  20. Pritscher, C. (2001). Quantum learning: Beyond duality. Amsterdam and New York: Editions Rodopi B.V.Google Scholar
  21. Puig de la Bellacasa, M. (2009). Touching technologies, touching visions. The reclaiming of sensorial experience and the politics of speculative thinking, Subjectivity, 28(1), 297–315.CrossRefGoogle Scholar
  22. Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  23. Springgay, S. (2015). “Approximate-rigorous-abstractions”: Propositions of activation for posthumanist research. In N. Snaza & J. A. Weaver (Eds.), Posthumanism and educational research (pp. 76–90). New York, NY: Routledge.Google Scholar
  24. St. Pierre, E. (2013). The post continue: Becoming. (Special Issue ”Post-Qualitative Research”, P. Lather & E. St. Pierre [eds.]). International Journal of Qualitative Studies in Education, 26(6), 646–657.CrossRefGoogle Scholar
  25. Svenska akademins ordbok (Swedish Academy Dictionary). (1934). Spalt J 486, band 13.Google Scholar
  26. Taylor, A. (2013). Reconfiguring the natures of childhood. London and New York: Routledge.Google Scholar
  27. Todd, S. (2015). Education incarnate. Educational Philosophy and Theory, 48(4), 405–417.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Konstfack, University of Arts, Crafts and DesignStockholmSweden

Personalised recommendations