scholarly journals Senses of Wonder

2017 ◽  
Author(s):  
Jenka Soderberg
Keyword(s):  
Sustainability Education ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Graduate Course ◽  
Cultural Engagement ◽  
Ecological Vision ◽  
Five Senses ◽  
Connected Knowing ◽  
Sense Of Touch ◽  
Sense Of Wonder

Recent sustainability education theorists have identified a gap in the research literature regarding sensory entanglement and wonder in sustainability education. Sensory entanglement and wonder are requisite because they bring valuable shifts supporting a more critical and transformative kind of sustainability education by (1) awakening a compassionate connection with the living world, (2) nurturing alternative epistemologies, (3) providing a strengthening function for sustainability educators and their co-learners, for stamina and ongoing engagement, and (4) generating sustainability agency and an active and authentic hope to sustain a sense of the possible in the midst of the dire. This article focuses on how awakening the senses to foster a sense of wonder can nurture grounded, authentic, active hope and agency in sustainability education. It is authored collaboratively by sixteen graduate course participants and faculty co-researchers who discuss interrelated theories pointing to a need to foster senses of wonder in sustainability education. The researchers work in research teams to explore experiential and sense-based hope- and agency-building curricula. Findings include activities and reflections across the five senses as well as with the sixth sense, intuition. Sensing, listening, intimate observing, imagining, feeling, entangling, and wondering can shift unsustainability epistemologies and transform human and cultural engagement. The sense of sound can be immersive and resonant, lending learners to relational and multispecies sensing. Scent can catalyze wonder and inspire experiential, holistic growth and integration of time. Savoring in the sense of taste can extend learners from survival to joy, offering opportunities for mindfulness that can connect cultural and biocultural mutualisms and collaborative sustainability agencies. Pattern sensing for similarity using the visual sense of wonder can support connected knowing and ecological vision. The sense of touch can offer a continuous and mutual comfort and belonging. Visual pattern and texture scavenger hunts can cultivate these sustainability sense capacities. The sixth sense, intuition, opens learners to imaginative, transformative, and connective ways of knowing as place and planet, stimulating hope-giving, integrative sustainability agencies.

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

Stories, Bodies, Movements

2019 ◽  
pp. 197-240
Author(s):  
Richa Nagar ◽  
Sangtin Kisan Mazdoor Sangathan ◽  
Parakh Theatre
Keyword(s):  
Research University ◽  
Ways Of Knowing ◽  
The Self ◽  
Public Research ◽  
Graduate Course ◽  
Self In Relation ◽  
Du Bois ◽  
Public Research University ◽  
June Jordan ◽  
Nina Simone

Can the ways of knowing and being co-developed with SKMS and Parakh be reworked pedagogically in a public research university? This exploration births a combined undergraduate and graduate course, 'Stories, Bodies, Movements,' which unfolds in the form of fifteen weekly 'Acts' and uses storytelling, writing, and theatre as modes of collective relearning. In absorbing the writing of W.E.B. Du Bois, June Jordan, Nina Simone, Sujatha Gidla, Om Prakash Valmiki, Viet Thanh Nguyen, and others, the Syllabus asks: What of ourselves must each member of the class offer in order to become an ethical receiver of the stories we are reading? And how might this commitment to ethically receive stories translate into an embodied journey that seeks to transform the self in relation to the collective?

Teachers in the “Process of Becoming”

2019 ◽  
pp. 15-38
Author(s):  
Jacqueline Manuel ◽  
Janet Dutton
Keyword(s):  
Professional Identity ◽  
Teacher Development ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Secondary English ◽  
First Semester ◽  
Graduate Entry ◽  
The University ◽  
Pre Service Teacher

This chapter focuses on exploring the role of pre-service teacher (PST) narratives in a research-based model of initial teacher education (ITE) for secondary English teachers across three semesters of a two-year graduate entry, Master of Teaching (Secondary) degree at the University of Sydney, Australia. The model is underpinned by the belief that the development of the teacher's professional identity is an antecedent and generator of their ways of knowing and teacher quality. Initially, the chapter frames the model of ITE through a discussion of the relevant research literature in the field of pre-service teacher development. It then delineates the features of the model at the University of Sydney and provides a close analysis of the sequential narratives of a pre-service English teacher over the course of the first semester of study in the ITE program. Finally, the chapter reflects on the affordances of narratives in shaping PSTs' ways of knowing and professional identity.

scholarly journals Water Matters: thinking with water Class Experience

2019 ◽  
Vol 26 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Denisse Roca-Servat ◽  
Polina Golovátina-Mora
Keyword(s):  
Political Ecology ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Private University ◽  
The Political ◽  
Teaching Methodology ◽  
Master's Program ◽  
Graduate Course ◽  
Self Reflection ◽  
Environmental Relations

This article revisits a co-learning experience of a graduate course on the political ecology of water at the Master’s program in Development Studies in a Colombian private university which employed a thinking with water teaching methodology based on the ontological-epistemological-methodological unity. Water as a nearly universal solvent not only conditions life on the planet but also defines human imaginary. The physical characteristics of water such as its fluidity, plasticity, and conductivity enable a multidimensional, nonlineal, and relational thought. Because of its universal familiarity and its indispensability for life, water offers intuitive ways of knowing. The revision of the class experience showed that the materiality of water affects the dynamic of the course. It supports the idea of the performativity (Barad) of our knowledge about Self and the world. Spontaneous and resistant, water clears hidden, silenced, or ignored meanings of both social and environmental relations and, so, stimulates critical self-reflection, catalyzes social change, and promotes social justice.

scholarly journals AN ARTS-BASED CURRICULUM ENCOUNTER: WHAT DOES IT MEAN TO LIVE ON THIS LAND?

2019 ◽  
Vol 53 (2) ◽  
Author(s):  
Diane Conrad ◽  
Patricia Jagger ◽  
Victoria Bleeks ◽  
Sarah Auger
Keyword(s):  
Research Methods ◽  
Indigenous Peoples ◽  
Natural Environment ◽  
Ways Of Knowing ◽  
Environmental Crisis ◽  
Graduate Course ◽  
Arts Based Research ◽  
Class Project ◽  
Family Histories ◽  
Indigenous Ways Of Knowing

Our arts-based curriculum encounter occurred in a graduate course on arts-based research methods. For a class project we engaged in an inquiry on the question: “What does it mean to live on this land?” which we explored through various arts-based activities. The question challenged us to think deeply about our relationship with and responsibilities to the land we occupy. The inquiry raised for us and, in various ways, implicated us in issues around geographical settings, historical contexts, colonization and nationhood, relations as/with Indigenous peoples, Indigenous ways of knowing, relations with the natural environment, exploitation of the land, the environmental crisis, and our own family histories and personal journeys. In this paper, we share the reflective writings of four inquiry participants interspersed with some images from our work together.

Interactive Meditation Practice as Research Method: An Introduction to Embodied Spiritual Inquiry

2018 ◽  
Vol 10 (10) ◽  
pp. 118
Author(s):  
Olga R. Sohmer
Keyword(s):  
San Francisco ◽  
Participatory Research ◽  
Ways Of Knowing ◽  
Human Condition ◽  
Graduate Course ◽  
Relational Spirituality ◽  
Cooperative Inquiry ◽  
Integral Education ◽  
The Human Condition ◽  
Multiple Ways Of Knowing

This article presents Embodied Spiritual Inquiry (ESI), a participatory approach to integral education and transpersonal research that has been offered since 2003 as a graduate course at the California Institute of Integral Studies (CIIS), San Francisco, by core faculty Jorge N. Ferrer. Inspired by elements of participatory research (e.g., Reason, 1994a; Reason & Bradbury, 2008) and cooperative inquiry (Heron, 1996), ESI applies Albareda and Romero’s Interactive Embodied Meditations (Ferrer, 2003) to access multiple ways of knowing (e.g., somatic, vital, emotional, mental, spiritual) and mindfully inquire into collaboratively decided questions about the human condition. Past inquiries have included diverse psychospiritual topics including the experiential features of relational spirituality (Osterhold, Husserl, & Nicol, 2007), the nature of human boundaries within and between co-inquirers (Sohmer, Baumann, & Ferrer, 2018), felt-sensed markers discerning genuine versus unreliable spiritual knowledge, experiential understandings of the personal and collective “shadow,” and the multidimensionality of the human condition. After presenting an overview of the ESI methodology and two case studies, this article discusses the merits, limitations, and future horizons of this approach for integral education and transpersonal research. KEYWORDS Transpersonal Research, Integral Education, Multiple Ways of Knowing, Interactive Embodied Meditations, Cooperative Inquiry, Participatory Research, Embodied Spirituality.

scholarly journals Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy

2015 ◽  
Vol 4 (3) ◽  
pp. 243 ◽  
Author(s):  
Eliane Rubinstein-Avila ◽  
Stefano Maranzana
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
The United States ◽  
Research Literature ◽  
Research Approach ◽  
Graduate Course ◽  
Peer Reviews ◽  
Research Institution ◽  
The Social

This paper conveys the reflections of an instructor and a graduate student after participating in a graduate course on autoethnography, offered in a college of education at a large public research institution in the United States. In addition to the course focus on autoethnography as a qualitative research approach, the course used authentic practices, which are commonly used by academics, to socialize doctoral students from the social sciences to the demands of their future careers in the academy. Although the number of published autoethnography articles in academic journals has increased, few autoethnography courses are being offered, and even fewer are described in the research literature. The authors share their experiences and address their own assumptions, challenges and breakthroughs across practices, including: informal peer-reviews, drafts revisions, and the ongoing composition of a full-length autoethnographic manuscript to be (potentially) submitted for publication, and, thus, shared with a larger audience of readers. The authors call for more explicit and authentic preparation and socialization of social science doctoral students throughout graduate coursework—especially in light of the growing competition for tenure-stream faculty positions across the social sciences and the humanities.

scholarly journals Weather-wise? Sporting embodiment, weather work and weather learning in running and triathlon

2018 ◽  
Vol 54 (7) ◽  
pp. 777-792 ◽  
Author(s):  
Jacquelyn Allen-Collinson ◽  
George Jennings ◽  
Anu Vaittinen ◽  
Helen Owton
Keyword(s):  
Everyday Life ◽  
Lived Experience ◽  
Ways Of Knowing ◽  
Sport Sociology ◽  
Cultural Contexts ◽  
Cultural Engagement ◽  
The United Kingdom ◽  
Phenomenological Sociology ◽  
Sensory Learning ◽  
The Mind

Weather experiences are currently surprisingly under-explored and under-theorised in sociology and sport sociology, despite the importance of weather in both routine, everyday life and in recreational sporting and physical–cultural contexts. To address this lacuna, we examine here the lived experience of weather, including ‘weather work’ and ‘weather learning’, in our specific physical–cultural worlds of distance-running, triathlon and jogging in the United Kingdom. Drawing on a theoretical framework of phenomenological sociology, and the findings from five separate auto/ethnographic projects, we explore the ‘weather-worlds’ and weather work involved in our physical–cultural engagement. In so doing, we address ongoing sport sociological concerns about embodiment and somatic, sensory learning and ways of knowing. We highlight how weather work provides a key example of the phenomenological conceptualisation of the mind–body–world nexus in action, with key findings delineating weather learning across the meteorological seasons that contour our British weather-related training.

scholarly journals Dialog som begrep og praktisk tilnærming i aksjonsforskning

2020 ◽  
pp. 81-106
Author(s):  
Dag Husebø ◽  
Geir Skeie ◽  
Øystein Lund Johannessen
Keyword(s):  
Action Research ◽  
Ways Of Knowing ◽  
Theoretical Concept ◽  
Local Communities ◽  
Research Literature ◽  
The Other ◽  
It Use ◽  
Collective Commitment ◽  
Individual Ability ◽  
Published Research

The article discusses how dialogue is understood and used in selected action research literature, based on an investigation of published research internationally. It also draws on the authors’ own experiences from action research in Norway, in particular projects investigating interreligious dialogue and relationships in schools and local communities. The aim is partly to describe and analyse how dialogue as a concept is understood and used in action research, and partly to discuss how this analysis can inform future action research. We find that in action research, dialogue is used both to express features of collaborative relations and as a theoretical concept with an analytical function. This makes it possible to describe an interface between action research and dialogical practice which is illustrated by a model with two crossing axes. One axis illustrates a continuum from the procedural to the substantial, from an emphasis on rules for ‘doing’ to emphasis on content and ways of ‘knowing’. The other axis illustrates a continuum from individual ability and participation to collective commitment. Together these two crossing axes form a matrix that can be used for analysing the use and signinficance of ‘dialogue’ as a concept in action research. The authors argue that the concept of dialogue seems to be widely used in action research and to express basic values and concerns of this research, but that increased reflection and deliberation about the content of the concept and it use could contribute to more clarity regarding the implications of such values and concerns.

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