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This paper explores the impact post-human stance has on the study of the learning process. It shows how this new paradigm which focuses upon the relationship between human and non-human modifies our understanding of education. First, we argue that the educational debate is largely inspired by an anthropocentric perspective. It is grounded in the notion of human self-determination and it neglects the role of non-human factors in the learner's development. Furthermore, non-humans (both animalsdoi:10.7358/rela-2016-002-fesa fatcat:stxrdyupvvckbc4tycqeohfgq4