- Jul 2024
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I sort of take the easy way out and say well I know Earth history so maybe I'm 00:32:53 helping people by uh understanding the science of this stuff
for - educator - polycrisis - individual action - levers - climate and earth history specialists help with education
educator - earth climate history specialist can help with education about the past to help understand what we face in the present
climate education - low impact due to - ignoring perspectival knowing - and salience landscapes - It may help to look at the problem of education through the lens of Michael Levin's multi-scale competency architecture - https://hyp.is/FFxzRL2nEe6ghzeLcJGM7A/www.ncbi.nlm.nih.gov/pmc/articles/PMC10167196/ - Applied to cognitive and cultural evolution within the lifetime of a single individual (human) - The salience landscape of an individual can vary depending on their educational and cultural background - There are multiple categories of concepts, each with their own degree of salience: - immediate phenomenological experience - high salience - second hand, linguistically communicated experience - moderate and dependent on source - scientific reported phenomena - moderate, high or low, dependent on source and cultural / educational background - second hand, linguistically communicated experience - low, moderate or high, dependent on source and cultural / educational background - A key observation is that humans are evolved to detect specific environmental cue but miss many others - The rate of cultural evolution is so rapid that our biologically adapted processes cannot adapt quickly enough to the rapid cultural changes, resulting in the experience of "hyperobjects" - https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true&any=+hyperobject - education that is done haphazardly and in an adhoc manner will fail to discriminate between this large variety of salience landscape, with the overall impact of low educational impact
Tags
- climate education - failure to consider salience landscapes across diverse perspectival knowing
- educator - polycrisis - individual action - levers - climate and earth history specialists help with education
- climate education - low impact due to - ignoring perspectival knowing - and salience landscapes
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- Dec 2023
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www.facebook.com www.facebook.com
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Heute vor 90 Jahren wurde mein Vater Niklas Luhmann geboren.Ein ausgezeichneter Künstler !NL, Aquarell 1947, 24cm x 28cm
translation:
My father Niklas Luhmann was born 90 years ago today. An excellent artist! NL, watercolor 1947, 24cm x 28cm Clemens Luhmann, Posted to Facebook on 2017-12-08
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- Feb 2023
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www.theguardian.com www.theguardian.com
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read on Sat 202302-04T19:46:00-08:00
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- Jun 2021
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www.listedtech.com www.listedtech.com
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Average Lifespan of IT Systems in Higher Education
Interesting analysis about the lifespans of various EDU IT systems.
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- Apr 2021
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www.digitalcapability.org www.digitalcapability.org
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Higher Education Digital Capability Framework An open-source capability framework for higher education. 4 dimensions, 16 domains and 70+ capabilities.
Digital education capability map/landscape from https://www.holoniq.com.
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www.globallearninglandscape.org www.globallearninglandscape.org
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2021 Global Learning Landscape An open source taxonomy for the future of education. Mapping the learning and talent innovation landscape.
CC BY licensed framework for education landscapes from https://www.holoniq.com
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- Oct 2020
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This is directly examining the highly visceral emotive response that nature invokes out of humans. I personally think this specific topic is extremely intriguing due to how it can be viewed on a macro and micro scale as well as looked through the lens of “natural” vs “designed” experiences. How a “natural” landscape invokes common feelings of purity, ethereality, picturesque, and leans into an idea of desired paradise, where a “designed” landscape more often distinguishes emotions of framed experiences such as feelings of ephemeral peace, comfort, and easy joy. I think they can both create this idea of paradise, but the difference being, the “designed” landscape is much more approachable, understood, and tangible for humans to achieve; whereas, the “natural” landscape is an ethereal idea, but has a underlying sense of unknown due to its wild attributes that are less palpable. ¬¬Thomas Rainer understands this idea of the tangible and spiritual connection that humans yearn for when he states “It is only in the last hundred years or so of our species that we have become removed from our outdoor environments. It is not that we have lost the capacity to read and see landscapes, but we are out of practice and we are desperate for it. At a deep level, when we see plants that perfectly fit their environment, it reminds us of an ancient fellowship we had...The natural landscapes we seek seem to have an emotional pull on us. They make us breathe deeper and balance our spirits” (Rainer & West 2016). Rainer is distinguishing that nature is quite literally “good for the soul.” This desire and induced emotive response that both Humboldt and Rainer refer to is, I think, the core director in how landscape architects design/should design. Feelings at this depth are a connection that most humans can relate to, and if we can create and manipulate an environment to subsist these connections we will successfully and progressively link humans to the desired experience we want to facilitate.
Nature as it was, nature as it could be [Introduction]. (2016). In 956545814 744955501 T. Rainer & 956545815 744955501 C. West (Authors), Planting in a post-wild world: Designing plant communities that evoke nature (p. 24). United States: Timber Press.
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