Towards human and nature reconciliation: a Māori worldview approach to ecological landscape architecture.

<p>This research explores how applying Māori worldview principles can reconcile and allow mutualism between people and ecologies within the post industrial urban setting of Wellington wharf. The aim of this thesis is to develop three possible solutions to reconcile people with ecologies and allow for mutual benefits within natural ecologies of the intertidal zone below Wellington wharf. This research explores how a nonconventional ecological approach that includes human interaction in restorative landscape design can create beneficial interactions between humans and microorganisms.</p>

Towards human and nature reconciliation: a Māori worldview approach to ecological landscape architecture.

<p>This research explores how applying Māori worldview principles can reconcile and allow mutualism between people and ecologies within the post industrial urban setting of Wellington wharf. The aim of this thesis is to develop three possible solutions to reconcile people with ecologies and allow for mutual benefits within natural ecologies of the intertidal zone below Wellington wharf. This research explores how a nonconventional ecological approach that includes human interaction in restorative landscape design can create beneficial interactions between humans and microorganisms.</p>

“Dangerous modernity!”, or the shadow play of modernity and its characters: instrumental rationality - money - technology (part 1)

The article is an essay on the critical analysis of one of the fundamental issues of social theory of the 19th - 20th centuries - alienation and its manifestations in modern societies. Alienation is interpreted not in one of its special meanings (such as alienation of labor, etc.), but in the broadest way - as the transformation of products of individual and collective activities into an independent force that subjugates a person and transfers him from the position of the subject to the position of the object of social relations. Such a definition makes alienation a universal feature of social life. However, in different societies and in different historical periods, alienation can have variable specific forms. The historically specific manifestations of alienation in modern societies can be explained by referring to the classical theme of their genesis. The originality of their institutional organization is largely associated with the originality of their culture and spiritual life (in particular, with the radical demarcation between human and nature, subject and object in the modern era). The multifaceted phenomenon of scientific and technical rationality, the product of the post-Renaissance Western-European culture, becomes a source of social realities and practices fraught with alienation. The article illustrates it by a number of examples, including the logic and mechanisms of the capitalist money economy. The author refers to the heritage of world philosophy and social thought, which problematized and conceptualized the considered issues in various ways: the Frankfurt School, existentialist philosophers, pillars of theoretical sociology - Karl Marx and Georg Simmel.

Postcolonial Remainders: Revisiting the Trace from the Standpoint of the Anthropocene

This article responds to Srinivas Aravamudan's call to revisit the notion of the trace from the standpoint of the Anthropocene. A Derridean understanding of the trace shows how postcolonial difference challenges the humanist distinction between human and nature by questioning the distinction between life and death that is central to metaphysics. This discussion thus reframes the prospect of extinction signaled by the Anthropocene by means of a return to a Marxist, feminist, psychoanalytic and deconstructive trajectory within postcolonial thought.

Prerequisites for the development of educational ecosystems

В современной методологии образования основным является подход «ориентация на человека», что порождает вектор экосистемности образования как новую норму образовательной деятельности. Сейчас только формируются и отрабатываются стратегии создания и развития образовательных экосистем и ее педагогических практик, как в цифровом пространстве, так и вне его. Обосновывается роль трансформационных процессов в научно-образовательной сфере, которые предопределяют необходимость формирования в вузах образовательных экосистем. В статье автор раскрывает предпосылки развития образовательной экосистемы с позиций реализации когнитивной парадигмы образования. Автором рассмотрены проблемы представления образовательных экосистем при отсутствии ориентира на гуманитаризацию обучения, недостаточно развитых системах управления, ориентире на человекоцентризм вместо человеко- и природосообразности. Представлен анализ результатов пилотного исследования факторов организации образовательных экосистем. Выделены основные ориентиры формирования образовательных экосистем. Описана сущность образовательной экосистемы через призму: отношений, педагогических взаимодействий, образовательной среды, ориентации на качество образования, образовательных стратегий и технологий. На основании выделенных предпосылок развития образовательных экосистем, делается вывод о том, что университетская экосистема – это гибкий механизм взаимодействия всех акторов образования, который позволяет своевременно и адекватно реагировать на внешние и внутренние изменения. Статья предназначена для педагогов, руководителей образовательных организаций, исследователей, занимающихся вопросами образовательной экосистемы. In the modern methodology of education, the main approach is "human orientation", which gives rise to the vector of ecosystem education as a new norm of educational activity. Strategies for the creation and development of educational ecosystems and its pedagogical practices both in the digital space and outside it are just being formed and worked out. The role of transformational processes in the scientific and educational sphere, which predetermine the need for the formation of educational ecosystems in universities, is substantiated. In the article, the author reveals the prerequisites for the development of the educational ecosystem from the standpoint of the implementation of the cognitive paradigm of education. The author considers the problems of representing educational ecosystems in the absence of a focus on the humanitarization of learning, insufficiently developed management systems, a focus on humanocentrism instead of human- and nature-conformity. The analysis of the results of a pilot study of the factors of the organization of educational ecosystems is presented. The main guidelines for the formation of educational ecosystems are highlighted. The essence of the educational ecosystem is described through the prism of: relationships, pedagogical interactions, educational environment, orientation to the quality of education, educational strategies and technologies. Based on the identified prerequisites for the development of educational ecosystems, it is concluded that the university ecosystem is a flexible mechanism for the interaction of all actors of education, which allows timely and adequate response to external and internal changes. The article is intended for teachers, heads of educational organizations, researchers dealing with the issues of the educational ecosystem.

Ecological Cognitive Analysis of Chinese Harmonious Discourse

This study is concerned with cognitively and consciously enacting a new dialectical opposite-unity approach into Chinese harmonious discourse (CHD) analysis in an ecological perspective, which contributed to converting antagonistic thinking between human and nature into an ecological harmonious one cultivated into an unconscious state. The method applied is primarily the theoretical analysis and interpretation, due to the newness of this subject and the lack of corpus data. The motivation of this paper is evoked by the discovery of various cognition dissonances and insufficiencies with the academic development of newly born ecolinguistics. On a micro or specified level, this paper presents a cutting-edge example of an ecologically cognitive approach to the analysis of CHD, based on Chinese dialectical opposite-unity philosophy, to construct a higher-level cognition mechanism into a habitually unconscious thinking state. Such a mechanism has its practical significance in devoting to alleviating the ecological crisis by a change in ways of thinking, mediating cognitive dissonance brought about by the crisis, and improving the one-sided cognition deficiency brought about by ways of antagonistic thinking in order to maintain the ecological harmony. The theoretical significance lies in it demonstrating the cognitive process about how the unconscious ecological harmony cognition is cultivated by the conscious operational opposite-unity cognition procedure, with the ultimate purpose to achieve and maintain a real ecological harmony, under the cross-cultural background.

Topos lasu w poezji Bolesława Leśmiana. Natura – człowiek – Bóg

The article presents interpretations of poems by Bolesław Leśmian, where a motif of the forest can be found. Initially, the forest in Leśmian's poetry appears as symbolism of spiritual states: melancholy, longing and sadness, which are the characteristic features of the Young Poland poetry, which was primarily patronized by Kazimierz Przerwa-Tetmajer. Then, in the poems from Orchard, he announces the project of a union of human and nature and a turn towards the original instinctuality, the implementation of which the next volume will bring. Aa essential text is the poem Green Hour. This is the mystery of the existential tragedy of the human who lives on the border between the worlds: nature, human civilization and God. Here we can see the unveiling of the idea of realistic symbolism, which involves the search for mediation between different entities. However, he does not come to it because of the fact that the protagonist of the described events is under the influence of principio individuationis. Only the resignation from this principle - which occurs in the poems of Oak and Desire, and in other works of The Meadow - shows the space of the forest as a place of reconciliation between beings. In the interpretation, it was noticed that Leśmian's cosmogonic concepts were inspired by the philosophical thought of Friedrich Nietzsche and Henri Bergson.

MODELING OF THE MAIN TOPIC FOR THE INFORMATION VISITOR CENTER OF ECOTOURISM TERRITORIES (URBAN PLANNING TESTING OF BOURDIEU’S CONCEPT OF FIELD)

The urban planning system of the ecotourism territory is studied as a system of interacting objects – a network of ecological and educational information visitor centers. The formation of ecological consciousness is the main path leading to the balanced development of human and nature. Visitor centers are created to indirectly manage the recreational impact on the ecosystems of specially protected natural areas (SPNA) by forming an ecological consciousness among visitors, based on the transmitted information. The content of the information (the main subject) of the interacting visitor centers forms the information space of the ecotourism territory, its morphology organizes the planning structure of the territory. The main theme shows the uniqueness of the territory, highlighting the most striking natural and cultural-historical features, translates the model of harmonious relations between human and nature that has developed on this basis. The information should be properly structured and well-organized system to strengthen the informational influence on visitors. The conceptual basis for modeling the content (main subject) of the visit center is the model of the social field of P. Bourdieu. According to P. Bourdieu’s social field, the social space is considered as a topology divided into a number of elements-fields that owe their structure to the uneven distribution of individual types of capital. The capital of the ecological social field is the cultural models of the harmonious coexistence of human and nature. The impact of eco-educational institutions in the ecological social field depends on the size of the cultural capital belonging to them and the internal scheme of perception of the cultural model (habitus). The social resource and the internal attitudes of visitors structure the social space. As a result of the research, the author proposes a conceptual model of the environmental education system to strengthen the influence of the ecological field. Its essence is that the content of the information of the visitor center (the main subject) should correspond to the place of its localization-the field of influence of the visitor center on visitors.

Characteristics of Chinese Traditional Sports Culture: From the Standpoint of Chinese Traditional Culture

Influenced by the three schools of thought of Confucianism, Daoism and Buddhism in Chinese traditional culture, the Chinese sports culture has apparent differences compared to its counterpart in the West. Chinese traditional sports culture pursues “the cultivation of human mind” and “the identity of human and nature,” achieves moral and spiritual satisfaction and then “harmony,” and does not advocate competition and physical confrontation. The Western sports culture is characterized by “competition” and pursues the spirit of transcendence to itself and nature. In the process of the formation of Chinese traditional culture, the sports culture contained in it has been suppressed. The formation of the social atmosphere of “emphasizing literature and light martial arts,” the decline of the group of “chivalrous men,” the criticism of traditional martial arts in the May Fourth New Culture Movement, and the contemporary sports system of China all, to a certain extent, restrained the healthy development of sports culture. How to further improve, cultivate and disseminate sports culture is a problem that Chinese sports scholars and governors should address.

Caring for seals and the Wadden Sea: Multispecies entanglements in seal rehabilitation

The Wadden Sea is a busy environment in which multiple species share a limited space. Humans use the area for recreation and economic purposes, while it also represents an ecologically valuable space as one of the largest intertidal areas in the world. Sharing the Wadden Sea with multiple species is recognized as a challenge by a seal rehabilitation center in the Netherlands, who cares for seals and their habitat, the Wadden Sea. To diminish harmful effects of human-seal interactions, the seal rehabilitation center educates their visitors to care for the Wadden Sea through at least three different educational practices (seal releases, beach cleanups, and through an exhibition at the visitor center). By taking a relational perspective to analyze these educational moments, it becomes apparent that different “natures” are brought into being. That is, by creating different experiences in multiple circumstances, relations between what is experienced or enacted as being part of the Wadden Sea environment changes. An important focus in this article is the diverse positions humans take up in relation to the Wadden Sea as they are encouraged to care for it and the seals. Instead of taking a human and nature distinction as a starting point, I will show that these educational practices produce fluid and dynamic relations between “humans” and “nature,” enabling multiple engagements with the sea and those who inhabit it.