This document discusses how arts education can contribute to sustainability. It proposes a model called TAL (Transdisciplinarity, Action-Research, Literacy) to foster a reform of thought. Specifically, it advocates for:
1) Developing an ecological literacy focused on resilience, diversity and dynamic balance in nature.
2) Cultivating a literacy of complexity centered around dia-logical thinking, eco-auto-organization, and autoecopoiesis.
3) Using action-research methodology to build complementarity between arts and sciences and develop multi-leveled reflexivity.
4) Framing arts education with a transdisciplinary epistemology to educate "citizen-artivists-
Using Multiple Assessment Vehicles to Promote a Dialogic ClassroomT. Leo Schmitt
This document discusses creating a dialogic classroom that balances cultural reproduction and individual development. It argues that a dialogic approach using multiple assessment methods can promote this balance by allowing for the exchange of knowledge and viewpoints between students and teachers. This authentic discourse is necessary for individual growth but cultural reproduction relies more on one-sided questioning. The document advocates modifying traditional teaching strategies to allow students to explore their potentials rather than just conform to institutional demands.
Permaculture Patterning, a design framework for systemic transformationLilian Ricaud
How do we change the system(s) we live in ? By essence a system is an inherently complex web of relationships. Systems thinking researcher Donella Meadows has given us a map of leverage points to act on a system but there is no practical plan as to where to start effectively to trigger systemic change.
Interestingly around the late seventies, two systems thinkers/practitioners developed practical design frameworks for systems transformation.
The first framework, Permaculture, is an integrated approach to designing agro-ecological systems developed by ecological scientist Bill Mollison. Permaculture focussed initially on developing a resilient “permanent-agriculture” but it was expanded to stand also for "permanent culture," as it was seen that social aspects were integral to a truly sustainable system. Although it is still not widely recognized by either the scientific community or the general public, Permaculture has developed a very powerful set of analytical and design tools for whole systems transformation.
The second framework, Pattern Languages, was developed by architect Christopher Alexander to build human settlements and “living” architectural systems. If Alexander’s Pattern Language focusses on built structures, it also encompasses a social dimension. Although Alexander’s work hasn’t taken off in the architectural field it deeply inspired software programming and a growing number of disciplines.
Both frameworks share a common approach to systems design called patterning.
While design builds structures by assembling elements, patterning can be seen as a branch of design that builds systems by weaving relationships.
In this paper we look at the commonalities and differences between the two approaches, discuss how they could be used by systems thinking practitioners and propose Permaculture Patterning as a new framework for systems design and transformation.
This document proposes a theory-method framework called the "Symbiocene" to guide long-term ecological art practices. It discusses how such practices can build bridges between art, science, and local knowledge to promote more sustainable ways of living. However, these eco-social art practices remain marginal due to Western views that prioritize human concerns over ecology. The document advocates using Felix Guattari's concepts of "ecosophy" and "transversality" to better articulate how these practices can positively transform people's mental, social and environmental relationships through participatory projects that value diverse perspectives. It presents the "Hollywood Forest" as a case study to illustrate how such transversal practices can "softly subvert" uns
Cathy Fitzgerald discusses her recent doctoral creative practice-led art research for developing a guiding theory-method framework to signicantly improve the articulation and recognition of valualble long tern ecological art practice.
This presentation was created for Feeding the Insatiable: A Creative Summit, Dartington Hall, Totnes, Devon, England. 9-11 November 2016.
From problem solving to co-ontogenic driftrainafrica
The document discusses the concept of "co-ontogenic drift", which refers to the natural process of change that occurs when a system interacts with and is influenced by its environment and other systems. It provides examples of how co-ontogenic drift can occur through social interactions and learning experiences where students and teachers mutually influence each other. Deep learning involves structural changes in networks of relationships that allow for open communication and the emergence of new understandings through a process of co-creation between learner and environment.
Study of the Conceptions Related to Learning of Complex Concepts: The Case of the Ecosystem ............................ 1
Lamjed Messoussi, André Giordan and Mohamed Hédi El Aouni
A Comparison of Experimental Designs for Assessment and Research in Higher Education................................... 14
Jack T. Tessier, Nana-Yaw Andoh, Kristin DeForest, Matthew W. Juba, Akira Odani, John J. Padovani, Elizabeth F. Sova,
and Lisa M. Tessier
Designing Teaching Methods in Curriculum of Iran‟s Higher Education based on Development of Social Capital
................................................................................................................................................................................................. 21
Forouzan Tonkaboni, Alireza Yousefy and Narges Keshtiaray
Autocratic and Participative Coaching Styles and Its Effects on Students’ Dance Performance .............................. 32
Desiree B. Castillo, Martina Alexandria V. Balibay, Jhuzel M. Alarcon, Justine M. Picar, Raniel R. Lampitoc, Ma.
Crizandra Baylon
Impact of Teacher-Gender on Primary Students‟ Achievement: A Case Study at Bangladesh Standpoint............. 45
Dr. Kazi Enamul Hoque and Mosa Fatema Zohora
Problem-Based Learning in Construction Engineering within a South African context............................................. 69
Pauline Machika (Dr) and Chris Abrahams
Teaching Competency of Secondary School Teachers In Relation To Emotional Intelligence ................................... 83
Dr. Mandeep Kaur and Mrs. Arti Talwar
E8 beck don sustainable cultures sustainable planetsEdwin Holwerda
The document discusses sustainable cultures and a values system perspective on constructive dialogue and cooperative action. It introduces spiral dynamics integral as a framework for understanding how societies develop and address problems. It then lists characteristics of sustainable cultures, such as having a compelling vision, focusing on systemic health, embracing evolution, and integrating economic, political, social and environmental domains. It challenges the organization NIDO to turn itself into a laboratory for studying and promoting sustainability.
Using Multiple Assessment Vehicles to Promote a Dialogic ClassroomT. Leo Schmitt
This document discusses creating a dialogic classroom that balances cultural reproduction and individual development. It argues that a dialogic approach using multiple assessment methods can promote this balance by allowing for the exchange of knowledge and viewpoints between students and teachers. This authentic discourse is necessary for individual growth but cultural reproduction relies more on one-sided questioning. The document advocates modifying traditional teaching strategies to allow students to explore their potentials rather than just conform to institutional demands.
Permaculture Patterning, a design framework for systemic transformationLilian Ricaud
How do we change the system(s) we live in ? By essence a system is an inherently complex web of relationships. Systems thinking researcher Donella Meadows has given us a map of leverage points to act on a system but there is no practical plan as to where to start effectively to trigger systemic change.
Interestingly around the late seventies, two systems thinkers/practitioners developed practical design frameworks for systems transformation.
The first framework, Permaculture, is an integrated approach to designing agro-ecological systems developed by ecological scientist Bill Mollison. Permaculture focussed initially on developing a resilient “permanent-agriculture” but it was expanded to stand also for "permanent culture," as it was seen that social aspects were integral to a truly sustainable system. Although it is still not widely recognized by either the scientific community or the general public, Permaculture has developed a very powerful set of analytical and design tools for whole systems transformation.
The second framework, Pattern Languages, was developed by architect Christopher Alexander to build human settlements and “living” architectural systems. If Alexander’s Pattern Language focusses on built structures, it also encompasses a social dimension. Although Alexander’s work hasn’t taken off in the architectural field it deeply inspired software programming and a growing number of disciplines.
Both frameworks share a common approach to systems design called patterning.
While design builds structures by assembling elements, patterning can be seen as a branch of design that builds systems by weaving relationships.
In this paper we look at the commonalities and differences between the two approaches, discuss how they could be used by systems thinking practitioners and propose Permaculture Patterning as a new framework for systems design and transformation.
This document proposes a theory-method framework called the "Symbiocene" to guide long-term ecological art practices. It discusses how such practices can build bridges between art, science, and local knowledge to promote more sustainable ways of living. However, these eco-social art practices remain marginal due to Western views that prioritize human concerns over ecology. The document advocates using Felix Guattari's concepts of "ecosophy" and "transversality" to better articulate how these practices can positively transform people's mental, social and environmental relationships through participatory projects that value diverse perspectives. It presents the "Hollywood Forest" as a case study to illustrate how such transversal practices can "softly subvert" uns
Cathy Fitzgerald discusses her recent doctoral creative practice-led art research for developing a guiding theory-method framework to signicantly improve the articulation and recognition of valualble long tern ecological art practice.
This presentation was created for Feeding the Insatiable: A Creative Summit, Dartington Hall, Totnes, Devon, England. 9-11 November 2016.
From problem solving to co-ontogenic driftrainafrica
The document discusses the concept of "co-ontogenic drift", which refers to the natural process of change that occurs when a system interacts with and is influenced by its environment and other systems. It provides examples of how co-ontogenic drift can occur through social interactions and learning experiences where students and teachers mutually influence each other. Deep learning involves structural changes in networks of relationships that allow for open communication and the emergence of new understandings through a process of co-creation between learner and environment.
Study of the Conceptions Related to Learning of Complex Concepts: The Case of the Ecosystem ............................ 1
Lamjed Messoussi, André Giordan and Mohamed Hédi El Aouni
A Comparison of Experimental Designs for Assessment and Research in Higher Education................................... 14
Jack T. Tessier, Nana-Yaw Andoh, Kristin DeForest, Matthew W. Juba, Akira Odani, John J. Padovani, Elizabeth F. Sova,
and Lisa M. Tessier
Designing Teaching Methods in Curriculum of Iran‟s Higher Education based on Development of Social Capital
................................................................................................................................................................................................. 21
Forouzan Tonkaboni, Alireza Yousefy and Narges Keshtiaray
Autocratic and Participative Coaching Styles and Its Effects on Students’ Dance Performance .............................. 32
Desiree B. Castillo, Martina Alexandria V. Balibay, Jhuzel M. Alarcon, Justine M. Picar, Raniel R. Lampitoc, Ma.
Crizandra Baylon
Impact of Teacher-Gender on Primary Students‟ Achievement: A Case Study at Bangladesh Standpoint............. 45
Dr. Kazi Enamul Hoque and Mosa Fatema Zohora
Problem-Based Learning in Construction Engineering within a South African context............................................. 69
Pauline Machika (Dr) and Chris Abrahams
Teaching Competency of Secondary School Teachers In Relation To Emotional Intelligence ................................... 83
Dr. Mandeep Kaur and Mrs. Arti Talwar
E8 beck don sustainable cultures sustainable planetsEdwin Holwerda
The document discusses sustainable cultures and a values system perspective on constructive dialogue and cooperative action. It introduces spiral dynamics integral as a framework for understanding how societies develop and address problems. It then lists characteristics of sustainable cultures, such as having a compelling vision, focusing on systemic health, embracing evolution, and integrating economic, political, social and environmental domains. It challenges the organization NIDO to turn itself into a laboratory for studying and promoting sustainability.
The document discusses sustainability for mobile learning under conditions of societal and cultural delimitation, proposing a conceptual framework and practical tools. It argues that sustainability is a relational category rather than a static definition, and suggests using conversational and discursive procedures to specify and realize sustainability of innovative mobile learning. The document also examines tools that could be used within a conversational framework to help achieve sustainability.
The document discusses structuralism as applied to analyzing Philippine creational myths. It provides context on myths and their significance in cultures. It then samples three Philippine creational myths from different regions to analyze using structuralism. The analysis identifies binary oppositions and mediating elements in each myth. It examines the relationships between these elements to derive the underlying structural properties and meanings. The analysis aims to better understand Filipino culture and psyche by unraveling the truths in these "living fossils" of myths.
Eco-poetry aims to raise ecological consciousness and promote sustainability. It presents different perspectives on nature to inspire broad environmental awareness. Eco-poets dedicate efforts to the aesthetic flow of organized stanzas rather than experimental designs. Their minimalist style creates a fluid message about balancing human and nature interests. Eco-poetry helps define the interdependency between humans and the biosphere through creative awareness of how we correlate with the natural world.
Outlines on environmental philosophy part 3Steven Ghezzo
A study on the environmental issue from historical, anthropological, social, psychological, philosophical, economic, political and juridical perspectives
A psychosocial exploration of activists’ work against violence against women and girls.
The leader of our strategic initiative in support of organisations working with or going through overwhelming experiences, Dr Milena Stateva, presented at the 2013 British Sociological Association Annual Conference.
Creativity as action findings from five creative domainsNueva Madre
This document summarizes the key points of a research study that investigated creativity as action across five creative domains: art, design, science, scriptwriting, and music. The study utilized semi-structured interviews with 60 professional creators, 12 from each domain, to understand the creative process based on John Dewey's framework of a continuous cycle of "doing" and "undergoing." The interviews explored the impulsions, obstacles, actions, reactions, and fulfillment experienced by creators in order to build descriptive models of creative action for each domain and compare patterns across domains. The results provided insight into both the generalities and specificities of the creative process within and between different creative fields.
Urban School Performances is an international research project examining how theatre contexts and practices in schools impact youth engagement and identity. The research borrows from theatre approaches and resists traditional scientific objectivity. It collects multiple perspectives from researchers, participants, and their artistic works. Performances are studied both as artistic creations and cultural reflections. Digitizing performances introduces challenges of representation that require collaborative solutions respecting participants' agency. The goal is creative, context-sensitive research illuminating local voices within global discussions.
This document discusses art education and the role of networking and partnerships. It notes that while arts education is still under threat in formal education, informal education is giving it more attention. The document advocates for building links and partnerships across disciplines, communities, and contexts of learning to promote art education goals like sustainable development and citizenship. It provides examples of different types of networks, including national networks supported by governments, university networks, and professional networks and associations. Observatories and forums are also discussed as structures that can share and discuss information about art education practice.
The document describes the "Twinning = Winning" intercultural dance project between 2006-2012. The project aimed to promote mutual learning and empowerment for children through dance exchanges between India, Suriname, and the Netherlands. Key outcomes included improved communication and understanding between groups, though some cultural tensions also emerged. Lessons learned stressed the need for sustainability through teacher training and a balanced focus on both children's empowerment and cultural awareness.
This document discusses the challenges facing traditional Chinese opera as it seeks to maintain cultural identity in modern China. It notes that while reading Chinese classics has seen a revival, performing arts have received less attention. The Chinese government now aims to promote opera in schools, but questions remain as to what pieces truly represent traditional culture given issues like outdated ideology. Selecting arias that appeal to students while avoiding problematic messages is difficult. Overall, the document examines the complexities of using performing arts to both connect with cultural roots and remain relevant in the modern era.
The document discusses the importance of creativity in music education. It argues that creativity should be both an outcome and practice of music education, and an engine that drives cultural change. However, defining and evaluating creativity in music is challenging for many educators. The document provides strategies for teachers to incorporate more opportunities for creativity, such as clarifying what creativity means in music, using various teaching techniques like technology and collaborative learning, and educating communities about the importance of creativity in the arts. It concludes that creativity is essential for music and arts education.
The document discusses a study exploring the mental reflections that arise from paying attention to one's bodily presence. Five female dance professionals practiced movement and introspection, writing down their mental reflections afterwards. Their writings were analyzed qualitatively and grouped into themes of Observing, Thinking, Sensing, and Connecting. Excerpts from the data showed reflections related to observing the environment, thinking patterns and tensions, internal bodily sensations, and feelings of connectedness. The discussion suggests that dancers are adept at generating rich meanings based on bodily experiences, and that accessing prereflective experiences through attention to the body can support self-understanding and learning.
Creativity In English Schools Waae John SteersWAAE
Creativity was emphasized in UK education in the 1960s-1970s but then declined until reemerging in recent decades. The new English secondary curriculum prominently features creativity in 7 of 14 subjects. However, fostering creativity is challenging within today's target-driven, assessment-focused school systems. Creative students and teachers need space to take risks, but many school pressures encourage conformity instead. While creativity has benefits, it also has potential downsides and ethical issues that schools must consider.
The Arts Education curriculum in Saskatchewan aims to enable students to understand and value arts expressions throughout their lives. It has four main goals: to respect creativity, express oneself through non-verbal means, understand arts' contributions to societies, and gain an appreciation of arts. The curriculum covers dance, drama, music, and visual art, and encourages creative works, cultural/historical knowledge, and critical analysis. It seeks to develop students' senses, artistic skills and understanding, and knowledge of arts in cultures.
This document discusses several key aspects of ecology and diversity. It explains that ecology and diversity both focus on measurable properties like types, importance, and unevenness. In ecology, diversity is viewed statistically by some and as number of species by others. All relationships in ecology are inversely related to diversity. Identifying populations is important for defining diversity and ecology. Ecology involves understanding an organism's interrelationships with its environment, and how populations can diversify over time in response to changes. Diversity is also relevant to attaining multiculturalism in school populations.
Article Review Of Quot Research On Globalization And Education Quot By Joel...Leonard Goudy
This document provides a summary and evaluation of the article "Research on Globalization and Education" by Spring (2008). It discusses four major theoretical perspectives on the globalization of education: world culture, world systems, post-colonial, and culturalist. It analyzes how these perspectives relate to different sociological paradigms such as structural functionalism and conflict theory. It also discusses concepts like global flows and networks, and how education shapes and is shaped by society in the context of globalization. The evaluation provides an in-depth analysis of the topics and issues covered in the original research article and presentation.
This document provides an abstract and introduction for a lecture on avoiding humiliation through intercultural and global interhuman communication. The author argues that focusing solely on cultural differences can have both benign and malign effects, and that constructing a new inclusive and diverse global culture is needed to address worldwide issues of humiliation and inequality. Intercultural communicators are well-positioned to help build this new global culture by selectively employing useful aspects of cultural commonalities and differences in a way that respects individual human rights and dignity for all people.
Development of ecological economics (constanza, 1997)Introsust
This document provides an overview of ecological economics as a field that aims to integrate ecology and economics. It discusses:
1) The historical roots and motivations for developing ecological economics as a field that brings together ecology and economics, which had developed separately.
2) Some of the basic organizing principles of ecological economics, including viewing ecological and economic systems as complex, adaptive systems and focusing on goals like sustainability and fair distribution of resources.
3) How ecological economics examines material and energy flows between ecological and economic systems, grounded in principles of thermodynamics and conservation of mass. Models incorporate biophysical realities and limits.
Ecocriticism-During the last few decades, Environment has pose.docxpauline234567
Ecocriticism
-During the last few decades, Environment has posed a great threat to human society as well as the mother earth. The extensive misuse of natural resources has left us at the brink of ditch. The rainforests are cut down, the fossil fuel is fast decreasing, the cycle of season is at disorder, ecological disaster is frequent now round the globe and our environment is at margin.
-Under these circumstances, there arose a new theory of reading nature writing during the last decade of the previous century called Ecocriticism. It is a worldwide emergent movement which came into existence as a reaction to man's anthropocentric attitude of dominating nature.
-We should make change in our attitude to nature. Literature does not float above life, so it has its role to play.
-The term ecocriticism was first coined by William Rueckert in his critical writing "Literature and Ecology: An Experiment in Ecocriticism" in 1978.
-It also advocates systematic usages of natural resources like coal, gas, forests, oil, etc. for a sustainable future.
-Ecocriticism gives emphasis on this eco-consciousness removing the ego-consciousness man .The present environmental crisis is a bi-product of human culture.
-There are two waves of ecocriticism as identified by Lawrence Buell. The first
wave ecocritics focused on nature writing, nature poetry, and wilderness
fiction"(Buell 138)They used to uphold the philosophy of organism. Here
environment effectively means natural environment. (Buell 21)The aim of the
wave was to preserve 'biotic community'(Coupe 4)
-The second wave ecocritics inclined towards environmental justice issues and a 'social ecocriticism' that takes urban landscape as seriously as 'natural landscape' (Buell 22). This wave of ecocriticism is also known as revisionist ecocriticism. It seeks to locate the vestiges of nature in cities and exposes crimes of eco-injustice against society's marginal section.
-Ecocriticism is not merely the study of nature as represented in literature. Nature here does not mean a mere fancy of its beautiful aspects like plants and animals. Nature here means the whole of the physical environment consisting of the human and the nonhuman. The interconnection between the two creates a bond which is the basis of Ecocriticism. As long as there is a harmony between the living and the non-living, there prevails a healthy eco-system for the benevolence of mankind as well as the earth.
-Anthropocence vs Biosense: Human nature is essentially anthropocentric which positions humans on top. As earth's only literary being, man considers himself as superior to every other organism. But ecocriticism decentres humanity's importance to every object of environment. In ecology, man's tragic flaw is his anthropocentric as opposed to biocentric vision, and his compulsion to conquer , harmonise ,domesticate ,violate and exploit every natural thing. Anthropocentric assumes the primacy of humans, who either sentimentalise or dominate.
The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.
The document discusses sustainability for mobile learning under conditions of societal and cultural delimitation, proposing a conceptual framework and practical tools. It argues that sustainability is a relational category rather than a static definition, and suggests using conversational and discursive procedures to specify and realize sustainability of innovative mobile learning. The document also examines tools that could be used within a conversational framework to help achieve sustainability.
The document discusses structuralism as applied to analyzing Philippine creational myths. It provides context on myths and their significance in cultures. It then samples three Philippine creational myths from different regions to analyze using structuralism. The analysis identifies binary oppositions and mediating elements in each myth. It examines the relationships between these elements to derive the underlying structural properties and meanings. The analysis aims to better understand Filipino culture and psyche by unraveling the truths in these "living fossils" of myths.
Eco-poetry aims to raise ecological consciousness and promote sustainability. It presents different perspectives on nature to inspire broad environmental awareness. Eco-poets dedicate efforts to the aesthetic flow of organized stanzas rather than experimental designs. Their minimalist style creates a fluid message about balancing human and nature interests. Eco-poetry helps define the interdependency between humans and the biosphere through creative awareness of how we correlate with the natural world.
Outlines on environmental philosophy part 3Steven Ghezzo
A study on the environmental issue from historical, anthropological, social, psychological, philosophical, economic, political and juridical perspectives
A psychosocial exploration of activists’ work against violence against women and girls.
The leader of our strategic initiative in support of organisations working with or going through overwhelming experiences, Dr Milena Stateva, presented at the 2013 British Sociological Association Annual Conference.
Creativity as action findings from five creative domainsNueva Madre
This document summarizes the key points of a research study that investigated creativity as action across five creative domains: art, design, science, scriptwriting, and music. The study utilized semi-structured interviews with 60 professional creators, 12 from each domain, to understand the creative process based on John Dewey's framework of a continuous cycle of "doing" and "undergoing." The interviews explored the impulsions, obstacles, actions, reactions, and fulfillment experienced by creators in order to build descriptive models of creative action for each domain and compare patterns across domains. The results provided insight into both the generalities and specificities of the creative process within and between different creative fields.
Urban School Performances is an international research project examining how theatre contexts and practices in schools impact youth engagement and identity. The research borrows from theatre approaches and resists traditional scientific objectivity. It collects multiple perspectives from researchers, participants, and their artistic works. Performances are studied both as artistic creations and cultural reflections. Digitizing performances introduces challenges of representation that require collaborative solutions respecting participants' agency. The goal is creative, context-sensitive research illuminating local voices within global discussions.
This document discusses art education and the role of networking and partnerships. It notes that while arts education is still under threat in formal education, informal education is giving it more attention. The document advocates for building links and partnerships across disciplines, communities, and contexts of learning to promote art education goals like sustainable development and citizenship. It provides examples of different types of networks, including national networks supported by governments, university networks, and professional networks and associations. Observatories and forums are also discussed as structures that can share and discuss information about art education practice.
The document describes the "Twinning = Winning" intercultural dance project between 2006-2012. The project aimed to promote mutual learning and empowerment for children through dance exchanges between India, Suriname, and the Netherlands. Key outcomes included improved communication and understanding between groups, though some cultural tensions also emerged. Lessons learned stressed the need for sustainability through teacher training and a balanced focus on both children's empowerment and cultural awareness.
This document discusses the challenges facing traditional Chinese opera as it seeks to maintain cultural identity in modern China. It notes that while reading Chinese classics has seen a revival, performing arts have received less attention. The Chinese government now aims to promote opera in schools, but questions remain as to what pieces truly represent traditional culture given issues like outdated ideology. Selecting arias that appeal to students while avoiding problematic messages is difficult. Overall, the document examines the complexities of using performing arts to both connect with cultural roots and remain relevant in the modern era.
The document discusses the importance of creativity in music education. It argues that creativity should be both an outcome and practice of music education, and an engine that drives cultural change. However, defining and evaluating creativity in music is challenging for many educators. The document provides strategies for teachers to incorporate more opportunities for creativity, such as clarifying what creativity means in music, using various teaching techniques like technology and collaborative learning, and educating communities about the importance of creativity in the arts. It concludes that creativity is essential for music and arts education.
The document discusses a study exploring the mental reflections that arise from paying attention to one's bodily presence. Five female dance professionals practiced movement and introspection, writing down their mental reflections afterwards. Their writings were analyzed qualitatively and grouped into themes of Observing, Thinking, Sensing, and Connecting. Excerpts from the data showed reflections related to observing the environment, thinking patterns and tensions, internal bodily sensations, and feelings of connectedness. The discussion suggests that dancers are adept at generating rich meanings based on bodily experiences, and that accessing prereflective experiences through attention to the body can support self-understanding and learning.
Creativity In English Schools Waae John SteersWAAE
Creativity was emphasized in UK education in the 1960s-1970s but then declined until reemerging in recent decades. The new English secondary curriculum prominently features creativity in 7 of 14 subjects. However, fostering creativity is challenging within today's target-driven, assessment-focused school systems. Creative students and teachers need space to take risks, but many school pressures encourage conformity instead. While creativity has benefits, it also has potential downsides and ethical issues that schools must consider.
The Arts Education curriculum in Saskatchewan aims to enable students to understand and value arts expressions throughout their lives. It has four main goals: to respect creativity, express oneself through non-verbal means, understand arts' contributions to societies, and gain an appreciation of arts. The curriculum covers dance, drama, music, and visual art, and encourages creative works, cultural/historical knowledge, and critical analysis. It seeks to develop students' senses, artistic skills and understanding, and knowledge of arts in cultures.
This document discusses several key aspects of ecology and diversity. It explains that ecology and diversity both focus on measurable properties like types, importance, and unevenness. In ecology, diversity is viewed statistically by some and as number of species by others. All relationships in ecology are inversely related to diversity. Identifying populations is important for defining diversity and ecology. Ecology involves understanding an organism's interrelationships with its environment, and how populations can diversify over time in response to changes. Diversity is also relevant to attaining multiculturalism in school populations.
Article Review Of Quot Research On Globalization And Education Quot By Joel...Leonard Goudy
This document provides a summary and evaluation of the article "Research on Globalization and Education" by Spring (2008). It discusses four major theoretical perspectives on the globalization of education: world culture, world systems, post-colonial, and culturalist. It analyzes how these perspectives relate to different sociological paradigms such as structural functionalism and conflict theory. It also discusses concepts like global flows and networks, and how education shapes and is shaped by society in the context of globalization. The evaluation provides an in-depth analysis of the topics and issues covered in the original research article and presentation.
This document provides an abstract and introduction for a lecture on avoiding humiliation through intercultural and global interhuman communication. The author argues that focusing solely on cultural differences can have both benign and malign effects, and that constructing a new inclusive and diverse global culture is needed to address worldwide issues of humiliation and inequality. Intercultural communicators are well-positioned to help build this new global culture by selectively employing useful aspects of cultural commonalities and differences in a way that respects individual human rights and dignity for all people.
Development of ecological economics (constanza, 1997)Introsust
This document provides an overview of ecological economics as a field that aims to integrate ecology and economics. It discusses:
1) The historical roots and motivations for developing ecological economics as a field that brings together ecology and economics, which had developed separately.
2) Some of the basic organizing principles of ecological economics, including viewing ecological and economic systems as complex, adaptive systems and focusing on goals like sustainability and fair distribution of resources.
3) How ecological economics examines material and energy flows between ecological and economic systems, grounded in principles of thermodynamics and conservation of mass. Models incorporate biophysical realities and limits.
Ecocriticism-During the last few decades, Environment has pose.docxpauline234567
Ecocriticism
-During the last few decades, Environment has posed a great threat to human society as well as the mother earth. The extensive misuse of natural resources has left us at the brink of ditch. The rainforests are cut down, the fossil fuel is fast decreasing, the cycle of season is at disorder, ecological disaster is frequent now round the globe and our environment is at margin.
-Under these circumstances, there arose a new theory of reading nature writing during the last decade of the previous century called Ecocriticism. It is a worldwide emergent movement which came into existence as a reaction to man's anthropocentric attitude of dominating nature.
-We should make change in our attitude to nature. Literature does not float above life, so it has its role to play.
-The term ecocriticism was first coined by William Rueckert in his critical writing "Literature and Ecology: An Experiment in Ecocriticism" in 1978.
-It also advocates systematic usages of natural resources like coal, gas, forests, oil, etc. for a sustainable future.
-Ecocriticism gives emphasis on this eco-consciousness removing the ego-consciousness man .The present environmental crisis is a bi-product of human culture.
-There are two waves of ecocriticism as identified by Lawrence Buell. The first
wave ecocritics focused on nature writing, nature poetry, and wilderness
fiction"(Buell 138)They used to uphold the philosophy of organism. Here
environment effectively means natural environment. (Buell 21)The aim of the
wave was to preserve 'biotic community'(Coupe 4)
-The second wave ecocritics inclined towards environmental justice issues and a 'social ecocriticism' that takes urban landscape as seriously as 'natural landscape' (Buell 22). This wave of ecocriticism is also known as revisionist ecocriticism. It seeks to locate the vestiges of nature in cities and exposes crimes of eco-injustice against society's marginal section.
-Ecocriticism is not merely the study of nature as represented in literature. Nature here does not mean a mere fancy of its beautiful aspects like plants and animals. Nature here means the whole of the physical environment consisting of the human and the nonhuman. The interconnection between the two creates a bond which is the basis of Ecocriticism. As long as there is a harmony between the living and the non-living, there prevails a healthy eco-system for the benevolence of mankind as well as the earth.
-Anthropocence vs Biosense: Human nature is essentially anthropocentric which positions humans on top. As earth's only literary being, man considers himself as superior to every other organism. But ecocriticism decentres humanity's importance to every object of environment. In ecology, man's tragic flaw is his anthropocentric as opposed to biocentric vision, and his compulsion to conquer , harmonise ,domesticate ,violate and exploit every natural thing. Anthropocentric assumes the primacy of humans, who either sentimentalise or dominate.
The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.
This document summarizes a lead article from Applied Psychology: An International Review in 1997 about immigration, acculturation, and adaptation. The summary is as follows:
1) It introduces concepts like acculturation, psychological acculturation, adaptation, and acculturation strategies to describe how individuals adjust when moving between cultural contexts.
2) It outlines a framework with four acculturation strategies (integration, assimilation, separation, and marginalization) based on an individual's interest in maintaining their original culture versus having relationships with other groups.
3) It discusses factors like voluntariness of migration, mobility, and permanence that influence the acculturation process and outcomes for different groups like immigrants, refugees
Cultural Evolution is the idea that human cultural change that is, changes in socially transmitted beliefs, knowledge, customs, skills, attitudes, languages, and so on––can be described as a Darwinian evolutionary process that is similar in key respects (but not identical) to biological/genetic evolution.
Resistance and the problem of - Ortner Laura Calle
This document summarizes Sherry B. Ortner's article "Resistance and the Problem of Ethnographic Refusal" which was published in Comparative Studies in Society and History in 1995. The article traces how a lack of ethnographic perspective has limited studies of resistance. Ortner argues that resistance studies stand in for broader interdisciplinary work. She defines the ethnographic stance as a commitment to thickness through richness, texture, and detail. Ethnographic refusal involves a failure of thickness through a lack of holism or contextualization. The article then discusses how the concept of resistance has become more complicated with the recognition of less organized and everyday forms of resistance.
This document summarizes and analyzes Anna Schuleit-Haber's artwork in relation to phenomenology. It discusses phenomenology as the study of conscious experience and proposes using psychophysical reductionism. It describes Schuleit-Haber's work and how it relates to phenomenological concerns. It argues art educators should avoid practices that discourage authorship or promote homogeneous artwork. Instead, studying phenomenology can help students create more complex, meaningful pieces.
2015 The Metaculture of Law School Admissions (Indiana Journal of Global Lega...Jessica Henderson
This document summarizes an article about how law school admissions processes have become "metacultural" - they define what kind of person one should be to get into law school, and spread this definition globally. It argues that admissions essays exemplify a "metaculture of innovation" that emphasizes continual self-improvement. Foreign applicants learn to present themselves in ways that fit this model, focusing on markers of personal worth. The process reflects neoliberal ideals of individualism and universal standards of evaluation.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
This article is devoted to the consideration of the basic principles of synergetics. The artistic text is considered as a synergistic system, since it has all the properties of this system. Synergistic terms are described in textual terms. Given the results of research in the direction. The role of synergy in textology and literary criticism in general terms is substantiated. by Toshniyozova Ra’no Tohirovna 2020. The importance of synergetics in the study of fiction. International Journal on Integrated Education. 2, 5 (Mar. 2020), 129-135. DOI:https://doi.org/10.31149/ijie.v2i5.188. https://journals.researchparks.org/index.php/IJIE/article/view/188/182 https://journals.researchparks.org/index.php/IJIE/article/view/188
still contains sentences that are hard to understand, such as Evo.docxrjoseph5
still contains sentences that are hard to understand, such as "Evolutionarily, endangered species preservation in the form of fossils and other forms indicates preservation of culture just as argued in the U.S. Endangered Species Act of 1973 whereby, organisms ought to be preserved even after death to mark their existence and evolution over the years." How do fossils apply to the ESA? And how can organisms be preserved after death, except in the case of museum specimens? From now on, please focus on explaining the ideas of our authors in your own words, rather than trying to sound "academic" or overly-complicated.
--
For next time, focus on answering the specific questions that are asked in the assignment. Rather than including information that appears to be from external sources, such as the genetically-oriented definition of evolution--which you NEED to cite to avoid committing plagiarism--this assignment should focus on the 3 Barrow rationales and relevant links from the Kingsland article.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problems. Fifty
years ago, G Evelyn Hutchinson (1953) observed that,
while students did not hesitate to dive into complicated
activities concerned with “electronic amplifiers and
with the explosive combustion of hydrocarbons”, they
traditionally viewed the majority of complex activities
as boring duties. “What we have to do”, Hutchinson
wrote, “is to show by example that a very large number
of diversified, complicated, and often extremely diffi-
cult constructive activities are capable of giving enor-
mous pleasure”. The kind of pleasure that Hutchinson
was thinking of involved the formulation of theory,
discovery, and problem-solving. Repairing the bios-
phere and the human societies within it, he believed,
ought to be as much fun as repairing the family car.
While people today are better informed about environ-
mental problems , engaging students in ecological
research and conveying what ecology is about to the
public is still challenging because of the complexity of
the science.
I will draw on historical examples to illustrate ways of
thinking that are characteristic of an ecological
approach to the study of nature. My list is by no means
complete. I touch only lightly on the classics of the eco-
logical canon, which are discussed elsewhere (Real and
Brown 1991; Keller and Golley 2000). Instead, I include
some lesser known examples from medical science to
highlight different contexts in which thinking ecologi-
cally has been important. Students should appreciate
that this kind of thinking integrates methods derived
from many fields of science an.
The document discusses the role and principles of universities. It makes the following key points:
1) Universities signed the Magna Charta Universitatum in 1988 to define fundamental rights like independence, autonomy, and the critical transmission of knowledge.
2) However, universities have sometimes become instruments of regimes that infringed on these principles. It is important to define objectives for the future that uphold and promote these values in contemporary society.
3) Currently, universities have become fragmented with many separate professional approaches. They must find a balance between adapting to changing times while maintaining their roots and critical role in society.
The document discusses the concept of social ecology, which is defined as the study of the interaction between people and their environment. It provides various definitions and perspectives on social ecology from different institutions and scholars. Specifically, it examines the origins and development of social ecology at the University of Chicago in the 1920s. It also analyzes the intellectual foundations and different traditions that have influenced social ecology, such as evolutionary biology, urban sociology, and public health. The document explores how social ecologists view the environmental crisis as stemming from social hierarchies and domination within society.
This document discusses cultural globalization at the beginning of the 21st century. It defines cultural globalization as the proliferation of global cultural trends, generated by new technologies and powerful non-state actors. Cultural globalization represents various forms of connecting cultures globally and establishing different types of relationships between world cultures. The document examines concepts of culture, civilization, and values in understanding cultural globalization.
Humankind faces the most serious challenge ever – sustainable development. This is described from an
educational perspective. A new educational paradigm based on increasing the respect of nature instead of
exploiting it is presented, as well as fundamental scientific principles, concepts and methods in order to improve
the education towards sustainable development. Implications on present education at high school or secondary school level are discussed. Gives a great introductionary overview of thermodynamic analysis of society, using the Exergy Approach
The document discusses the development of dance networks in Brazil and their role in influencing cultural policies and education. Some key points:
1. Dance networks in Brazil started forming in 1999 due to dissatisfaction with federal cultural policies and debates around classifying dance as a physical activity versus an art form.
2. These networks mobilized nationally and helped structure the National Dance Forum in 2001 to advocate for dance.
3. The networks contributed to the creation of the National System of Culture and the Sectorial Chamber of Dance to give the dance community representation and influence cultural policies.
4. The National Plan for Dance is being finalized to improve dance education, support the dance economy, and ensure access to dance
The document discusses the development of dance networks in Brazil and their role in influencing cultural policies and education. Some key points:
1. Dance networks in Brazil started forming in 1999 due to dissatisfaction with federal cultural policies and debates around classifying dance as a physical activity versus an art form.
2. These networks mobilized nationally and helped structure the National Dance Forum in 2001 to advocate for dance.
3. The networks contributed to the creation of the National System of Culture and a Sectoral Chamber of Dance to advise the Ministry of Culture and develop a National Plan for Dance.
This document discusses the importance of integrating creative activities like drama into teaching and learning to make it more engaging for students. The researcher conducted several studies on this topic. Her research found that while educational policies support integrating the arts, traditional teaching methods focusing on rote learning are still dominant in schools. She argues that for the creative potential of drama and arts to be fully realized, teachers must examine their own concepts of knowledge and learning and be able to structure constructivist, creative learning processes. The researcher identifies criteria for schools to successfully integrate arts and culture into education, such as ensuring teachers are qualified in arts subjects and collaborating with cultural institutions.
Rolfe Etal Cord 2009 Edited Sept Ac Lr Kc Responses 2WAAE
This document summarizes a research project investigating creative partnerships between dance artists and teachers in developing creativity in secondary school dance education in England. The project uses critical pedagogical and socio-constructivist approaches, with data collected through ethnographic, participatory, and reflective methods. Partner researchers include teachers and artists who co-develop dance works and co-research the partnerships. The goal is to understand different partnership models and contribute to reinvigorating creativity in secondary dance education.
Rolfe Etal Cord 2009 Edited Sept Ac Lr Kc Responses 2WAAE
This document summarizes a research project investigating creative partnerships between dance artists and teachers. The project uses critical pedagogical and socio-constructivist approaches, with data collected through ethnographic, participatory and reflective methods. Researchers aim to understand how creative partnerships can nurture student creativity in dance education in secondary schools in England. The project involves university researchers collaborating with teachers and artists as co-researchers at four school sites.
The document discusses a research project aimed at identifying sustainable creative capabilities. It explores how creative researchers work through imagination and engaging with their field. The research project looks at doctoral journeys in the creative arts, research across arts and industry, and identifying artists' ways of working as creative knowledge. The goal is to understand sustainable creative capabilities needed for a globalized world economy. It calls for sharing case studies and narratives to contribute to building understanding of sustaining creativity.
The document discusses the role of art in promoting social transformation and equity in Latin America. It argues that art can be used as a tool for social participation and influencing public space. The Latin American Network for Art and Social Transformation (The Net) works with underprivileged communities, using art both as a means and an end to empower individuals, encourage new forms of cultural production and circulation, and foster more inclusive and participatory democracies. The Net takes a holistic and interdisciplinary approach, forming alliances across different sectors to address issues like poverty, education, human rights, and the environment through art and cultural activities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses key issues facing advocates for arts education in developing a national curriculum for Australia. It acknowledges that while governments now recognize the value of arts education, implementation requires concrete support. The author is a member of the advisory group developing the arts curriculum, which is working to resolve difficult questions like which artforms to teach, how often, and how to build on current practice that favors music and visual arts. The group is also considering issues like whether all artforms should be taught at all grade levels, how to balance visual and performing arts, and how many hours should be devoted to arts learning.
This document discusses approaches to fostering creativity and professional development in initial teacher education. It presents an arts-infused model for designing classroom contexts and learning experiences that deliver subject content while developing students' core skills. The model incorporates using the natural and built environments, communications, school grounds, and social/cultural/historical contexts. Students reported enjoying participating in a graphic novel project turning a text into a storyboard, acting it out, and compiling it into a booklet. They recognized the value of incorporating creative learning approaches into their own future teaching.
Creativity is an important concept in Scottish education. The document discusses how teacher training programs can help produce teachers who foster creativity in their classrooms and teaching. It reports on an initiative at the University of Strathclyde where students in a secondary teacher training program study an "Area of Professional Development" that uses real-world contexts as starting points for learning activities. These activities are meant to develop skills like collaboration, problem-solving, and setting subject learning within meaningful contexts.
Rolfe Etal Cord 2009 Edited Sept Ac Lr Kc Responses 2WAAE
This document summarizes a research project investigating creative partnerships between dance artists and teachers. The project uses critical pedagogical and socio-constructivist approaches, with data collected through ethnographic, participatory and reflective methods. Researchers aim to understand how creative partnerships can nurture student creativity in dance education in secondary schools in England. The project involves university researchers collaborating with teachers and artists as co-researchers at four school sites.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This presentation discusses the speaker's efforts to broaden students' understanding of dance through experiential learning opportunities. Students participate in dance experiences in diverse settings like forests, beaches, schools, hospitals, and with varied groups. These experiences challenge students' assumptions and increase their awareness of how dance can meet community needs. The speaker aims to create a sense of "significance" for each student and "solidarity" within the group to foster a community of learners. Experiential learning through diverse teaching experiences is key to developing students' understanding of dance's role and potential impact.
The document outlines Arts Council England's role in supporting arts education and cultural opportunities for children and young people. It discusses Arts Council England's investments in various programs over the past decade like Arts Award, Artsmark, and Creative Partnerships. It also highlights additional investments from other government departments. Looking ahead, it emphasizes the need to better match cultural supply and demand, engage more children and young people, and clarify local delivery models through partnerships.
Music Empathy And Intercultural Understanding Felicity Laurence October 2009 2WAAE
This document discusses how music may cultivate empathy and intercultural understanding. It describes an event where 300 children from different ethnic backgrounds sang together in South Africa, expressing unity. However, a later performance of the same music failed to achieve the same unity. This posed questions about music's power to influence emotions and whether the same music can produce different responses. It explores theories about how music may foster empathy through shared musical activities, but also acknowledges music's varied uses throughout history.
This document discusses a cultural policy program in Brazil called Living Culture that aims to promote youth participation in cultural activities. It examines how involvement in Culture Points, community cultural spaces supported by the program, contributes to youth cultural development and formation of citizenship. The program strives to strengthen democratic aspects of the relationship between the state and society and foster cultural creation among diverse groups. The research analyzed in the document found that participation in cultural actions through Culture Points helped youth express their identities, build social networks, and engage in political participation through artistic and cultural expression.
1) The Performing Arts Education Centre (PAE Centre) was established in 2007 by the Hong Kong Academy for Performing Arts (HKAPA) to promote arts education, curriculum development, and professional development through community engagement projects.
2) One such project was the smARTS Journey initiative launched in 2008 in response to concerns about developing future audiences for the arts. It involved a series of interactive arts programs attracting over 4,000 students through demonstrations, workshops, and school performances.
3) Surveys found over 90% of participants said the program increased their interest in the arts and ability to appreciate performance. The project was renewed for 3 additional years based on its success in engaging students and the community with the
1. The document discusses research priorities in arts education as outlined in a 2006 UNESCO report and reflects on progress made towards these recommendations.
2. It notes that while some successes have been achieved in areas like evaluating arts education impacts and establishing networks, more comprehensive progress across UNESCO members has been lacking.
3. It suggests the need to develop a concrete research proposal and working group at the upcoming WAAE09 meeting in order to move from general recommendations to specific action towards arts education research.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Sacha Kagan
1. Qué TAL ? - Transdisciplinary Action-Research & Literacy
Sacha Kagan
Coordinator - Cultura21 International
Research Associate - Institute for Theory and Research on Culture and the Arts (IKKK),
Leuphana University Lüneburg
The 2009 Summit of the World Alliance for Arts Education aims to further develop priorities based
on the ambitions set in the UNESCO Roadmap for Arts Education, set in 2006. This Roadmap
included a number of expectations towards arts education, relating to its role in education for
sustainability. Also, the UNESCO Roadmap aims to close the “divide between cognitive and
emotional processing”, through “link[ing] Arts Education [...] with Education for Sustainable
Development”. It also states that arts education should be “included in all curriculum subjects”,
suggesting an inter-... and/or transdisciplinary value of the arts for all areas of education.
My contribution will focus on the overall challenge posed by the contemporary global crisis of
civilization and the search for sustainability, exploring how the arts, and art education, can be
involved in this challenge.
As the following text will operate at an epistemological and (hopefully) transdisciplinary
methodological level, it will involve a great deal of abstraction and introduce complex notions,
without having enough space to fully explicate all these notions. The end references provided will
allow interested readers to explore them, and of course the space of the Summit will allow to
discuss them further.
The challenge of sustainability
The challenge of achieving sustainability, in the face of a complex crisis of civilization combining
ecological, social, cultural and economic dimensions, demands integrated understandings and
responses. One quote attributed to Einstein has passed into common knowledge and is often
invoked in the face of the global ecological crisis: “We can't solve problems by using the same kind
of thinking we used when we created them.” An alternative version of this attributed quote states:
“The significant problems we have cannot be solved at the same level of thinking with which we
created them.” Whether the author of any of the two quotes was Einstein matters little here. What
counts is that the quote, in its various forms, has apparently gained popularity and reveals the
intuition by many social agents, that the unsustainability of our current development model has to
do with the way our thinking is organized.
The literacy of Modernity, acquired from Descartes and Bacon and fully blossoming in the
scientific disciplines of the 19th century and in the techno-science of the 20th century, based on
disjunctive thinking, simplification by reductionism and atomization of knowledge and experience,
has allowed the economic and technological developments of the past century, but it has also
engendered the global crisis of unsustainability and fails to address its level of complexity. Such
complexity cannot be addressed with use of existing disciplinary knowledge, even if combined in
so-called “multi-disciplinary” packages: “There is one thing such knowledge cannot tell us, and that
is how a number of different things act together when exposed to a number of different influences at
the same time. And almost everything we encounter around us contains a large number of different
things and is exposed to a number of different influences” (Laszlo 1996, p. 3). The search process
for sustainability requires a reform of thought, which allows to move beyond these limitations and
2. acquire a better understanding of complexity.
The limited space of my contribution at the WAAE 2009 Summit does not allow me to expose in
details, the exploration of this reform of thought, and the paradigmatic shift it implies. But I will try
to synthesize here its main dimensions. I will focus on three keywords, under the acronym : TAL:
– Transdisciplinarity (Cf. Basarab Nicolescu) as an epistemological frame, orienting arts
education towards the education of citizens-artivists-artscientists ;
– Action-Research as a methodology nourishing a wider rationality encompassing the senses and
the body in a multi-leveled reflexivity (Cf. the upcoming “International Summer School of Arts
and Sciences for Sustainability in Social Transformation”) ;
– Literacy of a new type as a body of knowledge and sensibility; with two levels: an “ecological
literacy” (Fritjof Capra) highlighting principles of resilience in diversity, dynamic balance and
creative webs of life ; and a literacy of complexity (Cf. Edgar Morin) nurturing dia-logical
thinking and highlighting principles of eco-auto-organization, autoecopoïesis and unity in
diversity.
The TAL model is expected to foster a “sensibility to patterns that connect” as the foundation of
shared “aesthetics of sustainability” (Cf. Gregory Bateson, Sacha Kagan).
I will now review these three dimensions upside down, i.e. starting with literacy and ending with
the transdisciplinary epistemological frame:
Ecological literacy
The new type of literacy which is required, for a movement towards sustainability, is first of all an
ecological literacy, or eco-literacy (as coined by Fritjof Capra), which encompasses the
development of an understanding and sensibility for:
– the link between resilience and diversity ;
– the dynamic balance at work in nature and society ;
– the creativity and open interdependence of webs of life.
Resilience and diversity constitute cornerstones for sustainability. In systems thinking, the notion
of diversity is inseparable from another notion: resilience.
Resilience refers to the capacity to adapt to change from the “outside”. The term is used in ecology,
referring to the limits of a system's capacity to be perturbed; once the limits are reached, the system
either collapses or finds a new state of equilibrium. As noted by ecological artist David Haley, “the
capacity to withstand disturbance is not just a question of how long the status quo can be
maintained, but how we might evolve to dwell in this new world” (Haley 2008, p. 204).
Resilience necessitates the preservation of diversity: Sustainable systems can only exist as long as
diversity is preserved, so that the exogenous shocks of the unexpected may give way to the
endogenous responses of resourceful (social or eco-) systems. Less diversity in a system means a
lower resilience. “In ecology, for example, it is the variety of species, the number of ecological
niches, the abundance of interactions among species and between community and environment that
guarantee the stability and continuance of the community. Variety permits a wider range of response
to potential forms of aggression from the environment” (De Rosnay 1975, p. 130), and as well,
variety permits a wider range of response to potential disturbance/aggression coming from within
the system.
The preservation and the advancement of diversity (i.e. both biodiversity and cultural diversity)
toward an optimal level (i.e. not maximum, infinite diversity, but enough diversity to allow
resilience) is a key normative target for sustainability.
The understanding of dynamic balance means that ecosystems and societies be perceived as
3. flexible, ever-fluctuating networks: Their flexible stability depends on “multiple feedback loops that
keep the [overall] system in a state of dynamic balance. No single variable is maximized; all
variables fluctuate around their optimal values” (Capra 2002, p. 231).
The search for dynamic balance, rather than growth (e.g. economic growth, military-political
expansion, religious or ideological proselytism), is a prerequisite for a sustainable development of
human societies in the 21st century. It also depends on an intelligence of cycles, based on 'systems
thinking', beyond the limited linear rationality of the intelligence of straight lines of 'progress'.
The understanding of the creativity and open interdependence of webs of life, constitutes the
fullest achievement of an ecological literacy:
First of all, it implies the understanding of the great Cycle of cycles of the planet Earth: “All living
organisms must feed on continual flows of matter and energy from their environment to stay alive,
and all living organisms continually produce waste. However, an ecosystem generates no net waste,
one species' waste being another species' food. Thus, matter cycles continually through the web of
life”(Capra 2002, p. 231).
It also implies the principle of interdependence: “All living systems communicate with one another
and share resources across their boundaries” (Capra 2002, p. 231).
Finally, it implies an expanded understanding of creativity as a property of all evolutionary
networks of life, linked to the notion of emergence. Emergence "has been recognized as the
dynamic origin of development, learning and evolution" (Capra 2002, p. 14). From there, the
concept of creativity can be understood as a basically biological phenomenon: "Creativity – the
generation of new forms – is a key property of all living systems." Life is constantly creative: "And
since emergence is an integral part of the dynamics of open systems, we reach the important
conclusion that open systems develop and evolve. Life constantly reaches out into novelty" (Capra
2002, p. 14).
Literacy of complexity
The complexity of the global crisis and the search process of sustainability require however more
than only an ecological literacy. On its base (and following Edgar Morin's research), a literacy of
complexity can emerge, which encompasses the development of an understanding and sensibility
for:
– dia-logical thinking ;
– the principle of eco-auto-organization ;
– the principle of autoecopoïesis.
These three complex elements may then allow to better understand and develop the unity in
diversity of a sustainable human evolution.
The real world we live in, is complex because it does not fit with the clear, coherent, uni-
dimensional logic of theories designed by the human mind. To better understand the world we live
in, we need to move towards more complex notions, i.e. notions that are inter-related with relations
of complementarity, competition and antagonism, and with a dynamic complementarity between
these relations (e.g. between competition and complementarity). Complex relations thereby
institute, no longer a linear logic, but a complex dia-logic: “dialogique signifie unité symbiotique
de deux logiques, qui à la fois se nourissent l'une l'autre, se concurrencent, se parasitent
mutuellement, s'opposent et se combattent à mort” (Morin 1981, p. 80). A dia-logic combines a
'unity' (e.g. in the constitution and evolution of the physical universe: the unity of chaos and
genesis), a 'complementarity' (e.g. physical organized matter needs disorder to come to existence ;
neg-entropy also works for entropy), a 'competition' (e.g. dispersion and complexification are
competing in writing the history of the universe) and an 'antagonism' (e.g. disorder destroys
organizational order while organization dissipates disorders).
4. Dia-logic allows to construct complex “macro-concept” such as Edgar Morin's principle of “eco-
auto-organization”: Eco-auto-organization is a macro-concept too complex to fully explain in the
limited space of my contribution at the WAAE 2009 Summit. I can merely outline its elements here
(without further explaining these elements): Eco-auto-organization explores the complex
organizational relationships between individual life forms and the ecosystems in which they co-
evolve and eco-evolve. Eco-organization highlights the complementarity of diversity, complexity,
spontaneity and organization. Auto-eco-organization further encompasses the continuous role of
eco-organization as co-organizer of self-organization (e.g. the co-organization of living beings by
their autonomous, autopoïetic logic and by their networks of relationships with their eco-systems),
the mutual reinforcement of the complexities of autos and oikos, the correlation of increase in
autonomy with increase in dependence on eco-organizational complexity, the dialogical
explanation of life phenomena (i.e. the recourse to the eco-auto or auto-eco), and its extension into
a principle of generalized ecology exploring the eco-auto-logic in human societies and in the world
of ideas.
In line with Morin's work, I am proposing the principle of autoecopoïesis (cf. Kagan 2010) as a
macro-concept that highlights the role of a cultural evolution in the search process of sustainability.
Morin's insights in la méthode point at the genesic force of chaos at the root of any creation, and
highlight the continuous presence of chaos (and of order from disorder) in generative endo-exo-
causality and de-re-organization, two macro-concepts that, in turn, are at the root of phenomena of
emergence, are fueling the poiesis of machine-beings (i.e. the creative evolution of the universe)
and are imposing an uncertainty principle which disarms all forms of determinisms (whether they
are based on linear causality, on autopoietic teleonomy or on contemporary theories of 'evolution
towards more complexity').
Morin points out that poïesis and organization are not having the same meaning and should not be
confused with each other... Poïesis is about the creative-constructive-productive, while organization
is about the processing-of-structuring-of-processing; so one reality is approached with both notions,
but from different perspectives. Although Morin uses the word organization much more widely than
poïesis, the later bears a transformative potential, of especially high relevance to the search process
of sustainability in its dimension of cultural change.
Already at the level of physical machine-beings, Morin expresses that poïesis is built upon chaos
and implies both a generative organization and the intrusion of noise ; the active organization then
turns noise into novelty. At the level of living beings and human societies, autoecopoïesis stimulates
a certain productive openness to disturbances, which can seize the potential of disturbances,
creativity and emergence for social transformation towards sustainability. Such an openness moves
beyond the rigidity or autism of the strict “autopoïesis” of modern societies as defined by Niklas
Luhmann:
About Luhmann's 'autopoïesis'
With his wide-ranging theory of the differentiation of modern society as a profound segmentation
into mutually opaque social systems, Luhmann elaborated an especially strong indictment of
modernity as a culture of unsustainability. The overall social system, in contemporary society, is
incapable of communicating directly with the non-human environment. It can only be 'irritated' by
its direct environment. An autopoietic system is able to select which irritations it will notice and
ignore the other ones. As long as the systems are only “autopoietic”, nothing guarantees that they
will genuinely evolve, acting upon irritations. They are more likely to interpret the irritations in
ways that will eventually lead to their self-annihilation through further mis-consideration of the
environment. Luhmann's conclusions on the possibility for social systems to overcome the
contemporary ecological crisis are especially pessimistic (cf. Luhmann 1986).
“Strict autopoïesis as a culture of unsustainability in hypermodernity, is not an inescapable trend.
5. Autopoïesis is but only a tendency that, if strong and dominant so far, may be balanced by
ecopoïetic tendencies, i.e. tendencies of psychic systems and social systems to construct themselves
in open communications with their environments (implying a co-determination and co-evolution of
both the system and its environment through the emergence of properties stemming from the open
communication between system and environment). [...] Not only 'eco-' is necessary, but also 'auto-'
because the capacity for relative autonomy (i.e. a capacity for self-closure) is a pre-requisite for a
system's ability to participate in its own (re-)construction” (Kagan 2010).
The significance of autoecopoïesis at the level of arts education and cultural production consists
especially in the development of “aesthetics of sustainability” alongside Gregory Bateson's notion
of a “sensibility to the pattern that connects” (Bateson 2002): a sensibility that echoes the insights
from systems and complexity thinking and the understanding of eco-auto-organization.
The rationality of disciplinary sciences inherited from the developments of Modernity, is not broad
enough to generate a dia-logical thinking, capable of understanding and developing unity in
diversity. The reform of thought which is required by the search process of sustainability, calls
forward an extension of rationality and reflexivity to the fullest capacities of human beings,
building upon the complementarity between the arts and sciences.
Action-research
A methodology of action-research can work towards building such a complementarity of arts and
sciences in the building of a broader reflexivity and rationality. The mutual transformation of
research through action (and vice versa), of comprehension through apprehension (and vice versa -
cf. Kolb 1984), and of science through art (and vice versa!) can allow an autoecopoïetic process of
creativity for social transformation.
The development of a multi-leveled reflexivity, thanks to action-research, echoes the theory of
“multiple intelligence” and the linkages between intelligence and sensitivity as described in the
UNESCO Roadmap document, after Antonio Damasio (Cf. also Lakoff and Johnson 1999). It also
follows Hans Dieleman's definition of four types of “more-than-rational reflexivity” which artists
and designers contribute to developing, i.e. aesthetic, hermeneutic, ontological and professional
reflexivities (Dieleman 2008):
– Aesthetic reflexivity “helps people to reflect and express themselves though 'identity',
'personality', 'symbolic meaning' and signs'” (Dieleman 2008, p. 141);
– Hermeneutic reflexivity “helps people to reflect on day-to-day routines, conventions and ways
of living” (Dieleman 2008, p. 142);
– Ontological reflexivity “helps people to see reality in different and more holistic ways”;
– Professional reflexivity “creates contextual knowledge”.
Action-research calls forward collaborations between practitioners from different disciplines in the
arts, sciences and other professional domains. The process is expected to be one of mutual
enrichment, dedicated to productive dialog and mutual teaching/learning processes.
With a number of colleagues, I am currently engaged in developing a space where such an action-
research-based approach of arts and sciences for sustainability, can be developed, with the project of
the first International Summer School of Arts and Sciences for Sustainability in Social
Transformation (ASSiST) organized by Cultura21 together with the International Council for
Cultural Centers (I3C) and the Latin American Network of Art for Social Transformation (and
expected to open in August 2010). The Summer School aims to encourage scientists and artists to
transform their own working processes, thanks to the insights gained from the other participants. As
stated in the concept of the summer school: “Navigating through the insights of cross-disciplinary
dialogs, the summer school participants will discover islands of common experience, on the way to
6. a shared transdisciplinary common ground as the long-term destination of the summer school.”1
Every edition of the Summer School will focus on a theme highlighting specific modes of action-
research. For the first edition in 2010, the theme will be “Walking and Places: building
transformations”. Walking, as a practice for exploring, learning, mapping, and intervening, in urban
and in rural contexts, will be explored. As stated in the Summer School concept: “Traditional as
well as new ‘déambulation’ practices (e.g. in postmodern dance or among traditional pastoralist
communities) mark the relationships between cultural practices and their social and ecosystemic
environments. Furthermore, in the recent past, walking-based (re)search practices have flourished
both in the arts and sciences (e.g. in contemporary art practices or in the new discipline of
“Promenadologie”), opening up spaces for inter- and transdisciplinary explorations, which the
summer school will further develop and interconnect.”2
Transdisciplinarity
The extension of rationality and reflexivity allow the development of multiple “levels of
perception", meeting multiple “levels of reality” and thereby forming a domain of
transdisciplinarity and transculturality (Cf. Nicolescu 2002), away from reductionism, holism and
other forms of simplification of reality.
A prerequisite to the “trans-...” is the “inter-...”: The “inter-...” of interdisciplinarity and
interculturality, “operate[s] most especially at the level of the membranes, of the borders, of the
contact areas between different elements or different systems, and [...] foster[s] dialogues across the
membranes. The 'inter-...' should not be mistaken for the 'multi-...' nor for the 'integrative'. Neither
does the 'inter-...' set differences apart as irreducible, nor does it integrate differences (making them
increasingly indistinguishable)” (Kagan 2010).
Understood as a sensibility that operates at the borders/membranes, the inter-... of interculturality
constitutes an indispensable element of aesthetics of sustainability.
The “trans-...” of transdisciplinarity and transculturality, operates both outside and across different
systems: It calls forward the practice of several levels of perceptions attentive to several levels of
reality and the exploration of a logic of the included middle across levels of reality. It announces a
practice that is neither a science of sciences, nor a philosophy of philosophies, nor a 'theory of
everything', but a complex relational methodology that allows to conceive of unity in diversity, and
invites everyone (across all disciplines and all fields of practice) to turn complexity into a praxis.
About the logic of transdisciplinarity: The included Middle
Transdisciplinarity requires a new type of logic, which can better face complexity. I already
mentioned Morin's “dia-logic”. Another development was made by Basarab Nicolescu, building on
Stéphane Lupasco' “logic of contradiction” and distinguishing between several “levels of reality”,
in his Manifesto of Transdisciplinarity: “In order to obtain a clear image of the meaning of the
include middle, we can represent three terms of the new logic – A, non-A and T – and the dynamics
associated with them by a triangle in which one of the vertices is situated at one level of Reality
and the other two vertices at another level of reality. The included middle is really an included
third. If one remains at a single level of Reality, all manifestation appears as a struggle between
two contradictory elements (example: wave A and corpuscle non-A). The third dynamic, that of the
T-state, is exercise at another level of Reality, where that which appears to be disunited (wave or
corpuscle) is in fact united (quanton), and that which appears contradictory is perceived as
noncontradictory. It is the projection of the T-state onto the same single level of Reality that
produces the appearance of mutually exclusive, antagonistic pairs (A and non-A). A single level of
1 See for more information: http://www.cultura21.net/dokuwiki/doku.php/orange:sumschool
2 Further reading here: http://www.cultura21.net/dokuwiki/doku.php/orange:walktheme
7. Reality can only create antagonistic oppositions” (Nicolescu 2002, pp. 28-29). As Nicolescu
explicitly states, his understanding of the 'logic of the included third' respects the axiom of non-
contradiction, at a given level of reality.
Nicolescu sees a popular illustration of the logic of the included third, in a famous story of the
French stand-up comedian Raymond Devos ('le bout du bout') with “a man who desperately wants
to separate the two ends of a stick. He cuts his stick and then sees that instead of having separated
two ends, he now has two sticks, both of which have two ends of their own. He goes on cutting his
stick, all the while becoming more and more anxious – the sticks multiply ad infinitum, but he
finds it impossible to separate the two ends” (Nicolescu 2002, p. 31).
Transdisciplinarity requires action-research, as it “is both a body of thought and a lived experience.
These two aspects are inseparable. Transdisciplinary language translates the simultaneity of these
two aspects into words and actions. Any excessive slipping one way or the other – to the side of
discursive thought or to the side of experience – takes us away from the domain of
transdisciplinarity” (Nicolescu 2002, p. 119).
Transdisciplinarity is not just about knowledge either, as Montuori noted: “The transdisciplinary
approach does not focus exclusively on knowing, but on the inter-relationship between knowing,
doing, being and relating” (Montuori in Ed. Nicolescu 2008, p. xi).
Conclusion
The domain of the trans-... constitutes an epistemological frame, which together with the
methodology of action-research and the new literacy of ecology and complexity, is suggesting to
orient arts education towards the education of citizens-artivists-artscientists, integrating human
capabilities in their 'unity in diversity' in order to face the challenge posed by the global crisis of
unsustainability.
Such a direction, which I proposed here to summarize as the TAL model, would foster, across all
areas of education in the 21st century, an esthetic ethics / ethical aesthetics, based on a sensibility
to patterns that connect. Morin also evoked an “art principle” comparable to the “art of the skillful
butcher” or to that of the musician: “The systems sensibility will be like that of the musical ear
which perceives the competitions, symbioses, interferences, overlaps of themes in one same
symphonic stream, where the brutal mind will only recognize one single theme surrounded by
noise” (Morin 1981, pp. 140-141, own translation).
As I am arguing elsewhere (Kagan 2010), three levels can be broadly identified in the sensibility to
patterns that connect:
– Topics that connect, i.e. "instances where the inter-relatedness of cultural, social, economic,
political and ecological processes is explored. Also, linkages between local and global realities,
between different time frames (from the short-term to the very-long term), and attention to
intercultural linkages, constitute topics that connect";
– Processes that connect, i.e. searching-working-learning processes involving a multi-leveled
reflexivity and a nurturing of the inter-... and the trans-...;
– Values that connect, i.e. an open ethical inquiry into the meanings and implications of justices,
in a pluralistic way, opening up multiple layers of interpretations.
It is my conviction that developing such aesthetics of patterns that connect, throughout all areas of
education, would fulfill the ambitions of the UNESCO Roadmap for Arts Education, under
discussion at the 2009 Summit of the WAAE.
8. References
Gregory Bateson, Mind and nature: a necessary unity, Hampton Press, Cresskill (NJ), 2002 [first
ed. Bantam Books, 1979].
Fritjof Capra, The hidden connections: A science for sustainable living, HarperCollins Publishers
Ltd., 2002 [page numbers in quotes are based on Anchor, 2004].
Hans Dieleman, “Sustainability, Art and Reflexivity: why artists and designers may become key
change agents in sustainability”, in: Sacha Kagan , Volker Kirchberg (Eds.), Sustainability: a new
frontier for the arts and cultures, VAS (Verlag für Akademische Schriften), Frankfurt am Main,
2008, pp. 108-146.
David Haley, “The Limits of Sustainability: the art of ecology”, in: Sacha Kagan , Volker Kirchberg
(Eds.), Sustainability: a new frontier for the arts and cultures, VAS (Verlag für Akademische
Schriften), Frankfurt am Main, 2008, pp. 194-208.
Sacha Kagan, “Cultures of Sustainability and the aesthetics of the pattern that connects”, Futures:
The journal of policy, planning and futures studies, 2010 (upcoming).
David Kolb, Experiential Learning: Experience as the Source of Learning and Development,
Prentice Hall, 1984.
George Lakoff and Mark Johnson, Philosophy in the Flesh : The Embodied Mind and Its Challenge
to Western Thought, Basic Books, 1999.
Ervin Lazslo, The Systems View of the World: A Holistic Vision for Our Time, Hampton Press, 1996.
Niklas Luhmann, Ökologische Kommunikation: kann die moderne Gesellschaft sich auf
ökologische Gefährdungen einstellen?, Westdeutscher Verlag, Opladen, 1986.
Alfonso Montuori, “Foreword”, in Ed. Basarab Nicolescu, Transdisciplinarity: Theory and
Practice, Hampton Press, 2008.
Edgar Morin, La méthode, volume 1: la nature de la nature, Seuil, Paris, 1981 [first ed. 1977].
Basarab Nicolescu, Manifesto of transdisciplinarity, State University of New York
Press, Albany, 2002.
Joel de Rosnay, Le macroscope: Vers une vision globale, Seuil, Paris, 1975. [English version
available at: http://pespmc1.vub.ac.be/macrbook.html ]