The category „to learn with…” can be interpreted in various ways depending on the adopted paradigmatic perspective. Its understanding in the objectivistic paradigm will differ from that of a constructivist-interpretative or transformative one (Klus-Stańska 2018). Each of them comprises a different set of concepts, theories and methodological assumptions influencing the way reality, including education, is described, explained, perceived or interpreted (Kuhn 2009). This means that „representatives of various paradigms not just evaluate differently what they see, not just prefer a different style of education, but looking at the same events in the classroom they can see something very different” (Klus-Stańska 2018). However, in recent years we have seen a move “towards recognition that we all do our work within a crisis of authority and legitimization, proliferation and fragmentation of centers, and blurred genres” (Lather, 2006, p. 47).
This text is an attempt at interpreting the category „to learn with…” by drawing our conceptualisation from the international Erasmus+ funded THRIECE (Teaching for Holistic, Relational and Inclusive Early Childhood Education) project .