By Dr Hakim Young

6th September 2017

 01 Bees Relate

Bees, in the Kabul University permaculture demonstration plot of the Afghan Peace Volunteers

Perhaps, like ‘bees’ threatened with extinction by neonics,

a complex combination of man-made over-cleverness

has eroded our relationships.

We are at risk of losing the ability

to nurture what we instinctively crave for,

to craft the honey that keeps us alive:


02 Cameron Speaks from His Heart

Cameron in Relational Learning Circle with Maryam and Ivan

I believe that when Maryam, Cameron and Ivan

became friends,

they had begun to save their worlds,

if not themselves.

Digital ‘frantic-ness’ and ‘coldness’

calmed down and warmed up,

just as Cameron affirmed in their recent circle conversation



Relational Learning Circle with Maryam from Afghanistan, Cameron from the U.S., Ivan from Russia



Saying, “ I think Maryam brings up a very valid point about

the power of human relationships.

I think it’s important to have these conversations

not only between young people

but between people of all ages

all across the world.

It’s the power of humanizing one another;

I don’t think it can ever be surpassed.”

04 Join Relational Learning Circles

Introduction to Relational Learning Circles and Relational Pedagogy


From Afghanistan, Maryam invites all to Relational Learning Circles



Relational Pedagogy is curious, creative, critical, communal and compassionate enquiry and practices based on the science and humane-ness of relationships with all of Nature and the human family, whose purpose is to build egalitarian Nonviolent Relational Peace.

Relational Pedagogy developed in Afghanistan out of multiple crises. The Afghan education system, ‘copied’ from today’s global mainstream pedagogies, is not able to resolve the many pressing challenges of Afghans or of humankind. We’re all facing the life-threatening crises of climate change, socio-economic inequalities and violence with its nuclear-risk wars. Mainstream pedagogies were established in previous epochs before humanity’s relational consciousness was sufficiently developed and have been based primarily on ‘things’ which the bronze, iron, industrial, information and digital ages have been manufacturing, ‘things’ like money, weapons, and sophisticated gadgets. Our pursuit and addiction to these ‘things’ under the ‘old’ systems have distracted us from developing our relational consciousness of a borderfree, shared existence with Nature and humanity, and has driven us to crises which threaten our very survival and well-being. Even in Albert Einstein’s time, he had said that it had “become appallingly obvious that our technology has exceeded our humanity”. Fresh approaches to learning and education are urgently needed, approaches that can help us, especially new and future generations, to nurture and learn from relationships with everyone and everything.

Relational learning can help us to question ourselves. It can inform us, teach us and empower us to take concrete actions to solve our global crises together. It can help us go shake off old ways of thinking, propaganda and lies. Mother Nature will be a book for us to relate with and to study, and we will be one another’s ‘books’. Learning about and applying our relational consciousness can help us to be in solidarity with one another. We will be happier. We can work with ‘stone, bronze, iron, money, computers and other futuristic stuff’ and not be slaves of them. We can be hunter-gatherers, agriculturalists, scientists, industrialists, digitalists and lovers, without imprisoning, exploiting or killing ourselves and ‘others’.

Relational Pedagogy can contribute to a critical mass of nonviolent egalitarian relationships that will guide us to not only know and care for ourselves, but also to know and care for all, so that our learning and practices can help all of us survive and thrive beyond these challenging times.

Relational Pedagogy is clearly not the only alternative pedagogy; Critical Pedagogy is a well-developed alternative. Nor is Relational Pedagogy a new pedagogy. It merely pieces together different existing educational methods which are relevant to the conditions and circumstances of the earth and humanity in early 21st century, and it emphasizes learning through relationships with Mother Earth and Nature, the cosmos, and all in the human family.

Please download the Introduction to Relational Pedagogy here: Introduction to Relational Pedagogy

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