Abstract
The processes of socialization, subjectification, and qualification encompass learning experiences that occur in various contexts, both within and outside educational institutions, through interactions and relationships with other people and with the more-than-human world. This article takes a phenomenological perspective, focusing on children’s lifeworld experiences with the more-thanhuman world. It aims to move beyond cognitive, affective, and moral habits, and to investigate, with theoretical rigor and critical insight, what it might mean for children to live in a more-than-human world and how this world is made manifest in their experiences. To this end, we collected phenomenological vignettes to capture experiences between children and the more-than-human world. These vignettes reveal that a relational quality can develop between children and entities in the more-than-human world, in which it is not only significant what the children do with such entities—treating them as objects of observation, reflection, or manipulation—but also how the children respond to the demands of the more-than-human world.