Collaborative Capacity-Building
Embodied, living curricula in not inert (unmoving, immobile, still static)
By Embodied Curricular, we are referring to
Elizabeth Ellsworth
Create emergent speculative systems
Emergent Curricula - Knowledge in the making
Organize and translate processes also known as living curriculum
Sustainable solution to any real-world challenge is likely to emerge not simply from what we DO know, but from what we do not (yet know.
Balance of concrete and speculative knowledge. rational and imaginative. "speculative knower"
s/he
creativity is metaphor making
Speculate - observe, look.
STEAM embodied curricula
engender - beget, birth Gene - give Birth, beginning
salient - to leap (Leap off the page), prominent striking
"That which is new is only meaningful in reference to the old and it impossible to introduce a variation without reference to an excising pattern." Pero Mrnarevic' 2011
Reason and imagination - sensory awareness.
Translate-ability is achieved through metaphor-making. Metaphor making allows ideas to transfer from one discipline to another. I usually say a big idea, but that can also be a metaphor like the concept and object of a mask.
sense-ability - (Sensitive) embodied empathy.
Look up Csikszentmihalyi 1997 & 1999 for creativity
"From a flow experience of teaching creativity comes an emergence of new ecological ideas, new metaphor s for sustainability and eco-justice and new ways of both perceiving and interpreting the world."
Creativity is problem find (and not just solution finding).
Metaphor's creative charge lies in its drawing together of ideas or images that are apparently unlike but that in being yoked together prompt the viewer/spectator/reader to join those disparate terms in a way that makes sense.
Making quantitative research sensi-ible and real through STEAM/Art
Intellectual, emotional and sympathetic (imaginative) skills
Speculative standpoint - Purposeful integration of where on stands now (and how one came to stand there) into a projection of where one could stand.
Look through the past and present toward not a specific future but toward possible futures.
Embodied, living curricula in not inert (unmoving, immobile, still static)
By Embodied Curricular, we are referring to
Elizabeth Ellsworth
Create emergent speculative systems
Emergent Curricula - Knowledge in the making
Organize and translate processes also known as living curriculum
Sustainable solution to any real-world challenge is likely to emerge not simply from what we DO know, but from what we do not (yet know.
Balance of concrete and speculative knowledge. rational and imaginative. "speculative knower"
s/he
creativity is metaphor making
Speculate - observe, look.
STEAM embodied curricula
engender - beget, birth Gene - give Birth, beginning
salient - to leap (Leap off the page), prominent striking
"That which is new is only meaningful in reference to the old and it impossible to introduce a variation without reference to an excising pattern." Pero Mrnarevic' 2011
Reason and imagination - sensory awareness.
Translate-ability is achieved through metaphor-making. Metaphor making allows ideas to transfer from one discipline to another. I usually say a big idea, but that can also be a metaphor like the concept and object of a mask.
sense-ability - (Sensitive) embodied empathy.
Look up Csikszentmihalyi 1997 & 1999 for creativity
"From a flow experience of teaching creativity comes an emergence of new ecological ideas, new metaphor s for sustainability and eco-justice and new ways of both perceiving and interpreting the world."
Creativity is problem find (and not just solution finding).
Metaphor's creative charge lies in its drawing together of ideas or images that are apparently unlike but that in being yoked together prompt the viewer/spectator/reader to join those disparate terms in a way that makes sense.
Making quantitative research sensi-ible and real through STEAM/Art
Intellectual, emotional and sympathetic (imaginative) skills
Speculative standpoint - Purposeful integration of where on stands now (and how one came to stand there) into a projection of where one could stand.
Look through the past and present toward not a specific future but toward possible futures.
Environmental problems are complex and extremely difficult
to resolve.
Not readily solved using recognized scientific methods
environmental education - developing a world population that is aware of and concerned about the environment and its associated problems and which has the knowledge skills attitudes and commitment to work toward solutions to current problems and prevention of new ones.
Cross- Disciplinary Research
Multidisciplinary - address a problem to a single system and conducted by scientists from different disciplines, results interpreted from perspective of one dominating discipline.
Interdisciplinary - greater degree of coordination among disciplines leading to synthetic research questions and data analysis and interpretation and new questions and methodologies
Trans disciplinary research, problems are jointly formulated, and collaborators adopt unique epistemological perspectives distinct from those of their individual disciplines.
Critical pedagogy
researchers form multiple disciplines as well s resource stakeholders who bring practical knowledge and concerns about equity.
Transdisciplinary represents a set of lively interactions between scientists on one hand and representatives of industry, government and/ civil society not the other. in other words, reaching out to society.
Search for unity of knowledge beyond disciplines.
Bringing together divers perspectives enables the emergence of novel ideas and solutions to problems also known as trading zones.
Tranding zones are spaces where despite differences groups or disciplines can collaborate. They can come to consensus about the procedure of exchange.
Any kind of interdisciplinary partnership where two or more perspective are combined and a new shared language develops.
Axiological? (with epistemological and ontological)
Working within cross-disciplinary can lead to more questions.
Finding shared space - Knowledge, problems questions, wonderings, explorations.
landscape - escape
Not readily solved using recognized scientific methods
environmental education - developing a world population that is aware of and concerned about the environment and its associated problems and which has the knowledge skills attitudes and commitment to work toward solutions to current problems and prevention of new ones.
Cross- Disciplinary Research
Multidisciplinary - address a problem to a single system and conducted by scientists from different disciplines, results interpreted from perspective of one dominating discipline.
Interdisciplinary - greater degree of coordination among disciplines leading to synthetic research questions and data analysis and interpretation and new questions and methodologies
Trans disciplinary research, problems are jointly formulated, and collaborators adopt unique epistemological perspectives distinct from those of their individual disciplines.
Critical pedagogy
researchers form multiple disciplines as well s resource stakeholders who bring practical knowledge and concerns about equity.
Transdisciplinary represents a set of lively interactions between scientists on one hand and representatives of industry, government and/ civil society not the other. in other words, reaching out to society.
Search for unity of knowledge beyond disciplines.
Bringing together divers perspectives enables the emergence of novel ideas and solutions to problems also known as trading zones.
Tranding zones are spaces where despite differences groups or disciplines can collaborate. They can come to consensus about the procedure of exchange.
Any kind of interdisciplinary partnership where two or more perspective are combined and a new shared language develops.
Axiological? (with epistemological and ontological)
Working within cross-disciplinary can lead to more questions.
Finding shared space - Knowledge, problems questions, wonderings, explorations.
landscape - escape
