Deep Ecological Consciousness and Interconnectedness in William Wordsworth’s Tintern Abbey

Humans and nature interconnectedness is a dynamic process. The extensive misuse of natural resources has left us in an uncontrolled situation. Ecological disasters are worsening our relationship with nature. Humans’ anthropocentric attitude to dominate nature needed to be relooked from biocentric lenses. Rediscovering our interconnectedness with nature will advance our ecological consciousness to bring equilibrium between humans and nature. This paper intends to examine “Tintern Abbey”, the famous poetry by William Wordsworth to raise awareness of the interconnectedness of humans and nature in people’s minds, through deep ecological perspectives.

Who tailors the blanket?

The gap between the Markov blanket and ontological boundaries arises from the former’s inability to capture the dynamic process through which biological and cognitive agents actively generate their own boundaries with the environment. Active inference in the FEP framework presupposes the existence of a Markov blanket, but it is not a process that actively generates the latter.

Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy

Conducted in a U.S. English-to-Speakers-of-Other-Languages (ESOL) preservice teacher education program, this case study aimed to explore a dynamic process of preservice teachers’ development of language assessment literacy (LAL). By inviting multiple stakeholders, namely preservice teachers, an inservice teacher and her ESOL students, and their course instructor, this study closely examined the interaction among the stakeholders during a semester-long language assessment development project as a process to develop LAL. The project, which was composed of planning, development, implementation, and reflection stages, was innovative in that it: (a) involved the multiple stakeholders; (b) focused on their dynamic interactions and multi-directional influences on all the participants’ enhancement of LAL; and (c) was conducted in an online format. By employing thematic analyses on interactions among the stakeholders, this study described and analyzed how preservice teachers contextualize their assessment while negotiating the needs of the inservice teachers and their students with assistance from the course instructor. The paper identified practical benefits and challenges of professional training where multiple stakeholders are involved. It also highlighted the non-linear dynamic process of preservice teachers’ development of LAL.

Perspective and the Past: Modeling Historical Representation from Camera Obscura to Virtual Reality

This article examines the concept of “perspective” as an embodied metaphor with ontological and epistemological implications for the modeling of historical understanding of contested pasts. The metaphors employed in modeling past reality shape how we make sense of the controversial past. In particular, I explore how perspectival metaphorical models conjure the notions of presence/proximity/engagement and absence/distance/detachment. To open this up, the paper juxtaposes two distinct models of seeing and knowing as sources of embodied metaphor: 1) static and distancing optical metaphors of cognition, and 2) a “post-cognitive” (i.e., enactive, embodied and dynamic) process of interaction. I argue that the shift towards the affective, experiential and immersive forms of engagement in historical representation is indicative of the growing importance of dynamic, embodied and interactive features in mediated models of the past. The paper concludes by discussing the implications of virtual reality as an emergent medium that offers a new way of modeling the past. Despite its novelty, however, virtual reality raises age-old questions about the dynamics of engagement and detachment in historical understanding.