Fp790plasmapheresis: As a Modality of Therapy for Treatment of Autoimmune Disorders in Children

Introduction to Ecologizing Philosophy of Education

“…18 For Thayer-Bacon, the whole that we start from is the unified being of the universe as a whole prior to any distinction making, including the separation of humans from nature. For Affifi, 19 life participates in an ''ontological reversal'' 20 such that the organization and meaning making activities of organisms, indeed the organism-environment relation itself, at the same time constitutes and is constituted by life's activity. There seems to be contrasting positions in the papers between concrete and specific, or general and universal ''relationality''-between particular people and particular nonhuman organisms and places, 21 or between people and the whole universe 22 or nature as a selfarising aspect of experience.…”

“…Bonnett 34 applies a phenomenological perspective to examining the structure of experience, and draws out nature and sustainability as core dimensions of it. Affifi 35 draws from enactivism and transactional theory to re-frame humannature from bacteria up as contingent, developmental, and novelty generating co-learning processes. Martin 36 builds a case based on Kuhnian paradigm theory that we are in the midst of a Copernican ''sea change'' that will place us as one species amongst many instead of our currently assumed location at the pinnacle of creation.…”

“…The point is expressed most explicitly in Martin, 39 but recurs in Blenkinsop et al, 40 Bonnett, 41 and Affifi. 42 Further, Bonnett, 43 Affifi, 44 and Blenkinsop et al 45 ask us to reconsider who is a teacher and who is a student, seeking to open a pedagogical space for human-nature co-learning writ large. This approach rejects merely expanding the sphere of the educationally considerable to include certain animals defined by human capacities, and seeks instead to notice and engage with intelligent voices and commentaries in places we might least expect.…”