Engendering Humanity Learning
Dr. Will Varey 
Publication of a new Aspects of Apithology article.
A new Aspects of Apithology article has been published. This is a significant summary of 15 years work into the ideal of Humanity Learning titled: Engendering Humanity Learning: Reciprocality and Prospectivity.
The article is available for download here: (Link)
Citation: Varey, W., & Keller, M. (2025). Engendering Humanity Learning: Reciprocality and Prospectivity. Aspects of Apithology: The Journal of Apithological Practice, 10(2), 1–14.
The story behind this article is it began as a peer project to write a simple encapsulation of key ideas to acknowledge 10 years since the formation of the Center for Humanity Learning on 4 June 2015.
We soon realised that while we had completed over 1125 specific research inquiries into humanity learning, we had not published the basics of this field of education.
The article that has resulted is more than a summary of interesting observations and insights. It became, through collaboration, a description of a complete understanding using twenty distinct perspectives.
Apithology, as a research theory of generative phenomena, often uses often sophisticated methods for describing something from more than one perspective as adopted by a human observer.
Examples include strange ideas like: n-dimensional hyperseeing, decathologues, generative participatory investigation, humanity somas, holistic structuralism, para-paradigmatic perspectives, humanity reflexivity (and so on).
However, if you want to know what is not commonly seen, you need to be prepared to look differently.
New methodology is required.
The innovation in this Article is, not only the description of humanity learning as a branch of education and learning theory, but the marginalisation of apithology as being one part only of a wider epistemology.
To place humanity potentials, apithology, apithagogy and humanity learning together in reciprocation, makes visible and viable the discourse on the enablement of humanity becoming.
This may not be an ethic or topic of interest that you hold.
However, the hopeful will envisage that it is something your grandchildren, could not conceive of as ever having been absent.
The hallmark encapsulation reads:
"We would not design the pedagogy for the child to create an absence in the andragogy needs of the adult. We would not knowingly design the andragogy path of the adult to create an absence in the pandragogy needs of the lifelong learner. Similarly, we would not design the pandragogy principles of new learning to create an absence in the learning needs of a future humanity. Apithagogy is an inquiry into learning to discover the learning needs of a changing humanity as it learns about itself." (Varey, 2013).
The significance of this moment has not escaped us, although it may be something, not yet in human cognisance.
Dr. Will Varey
Apitholo - The Centre for Humanity Learning
"Pathways for the Humanity Contributive"
*Quote Source: Varey, W. (2013). Intensional Learning: Generative Participatory Investigation. Aspects of Apithology: The Journal of Apithological Practice. Vol. 4, No. 3.
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Categories: : Publications