Author: Dr. Sheetal Verma
DOI Link: https://doi.org/10.70798/Bijmrd/03040016
Abstract: In an era marked by ecological crises, artificial intelligence, and posthuman realities, education must confront its deep-rooted dependence on human-centred ways of knowing. This paper introduces Speculative Realism—a contemporary philosophical movement that challenges the assumption that reality is accessible only through human thought—and explores its implications for rethinking educational theory and practice. By invoking the concept of “invisible worlds”, the paper invites educators and scholars to consider dimensions of learning that lie beyond immediate perception: the withdrawn agency of objects, nonhuman influences, material entanglements, and realities not reducible to human experience. Drawing on strands of Object-Oriented Ontology, New Materialism, and post-correlationist metaphysics, the discussion critiques the anthropocentric bias in traditional pedagogies. It proposes a shift from the learner-centred model toward a more ontologically inclusive classroom—where books, technologies, environments, and even ideas are seen as active participants in the learning process. The notion of “invisible worlds” reframes the classroom not simply as a site of transmission, but as a speculative space rich with withdrawn realities, inter-object interactions, and unknown potentials. The paper further examines how this philosophical lens can influence curriculum design, teacher perception, and student engagement by opening up alternative ways of thinking, being, and relating to the world. While recognizing challenges in integrating abstract philosophical concepts into education, the paper argues for the urgency of speculative thinking to prepare learners for complex futures—where human agency is no longer central, and unseen forces shape both knowledge and life. Ultimately, this exploration calls for an expanded vision of education—one that is not confined to what is observable, testable, or measurable, but which embraces the speculative, the withdrawn, and the invisible as necessary conditions for a truly transformative pedagogy.
Keywords: Speculative Realism, Object-Oriented Ontology, Philosophy of Education, Nonhuman Agency, Posthuman Pedagogy, Invisible Knowledge, Ontology in Learning.
Page No: 174-182