What might we see if we translated what is entailed in the non-equilibrium, “dynamic flux” view of ecology (Pickett 2013 and others) into the realm of human actions?
I just completed an article that describes contrasting ideas for a sequence of topics as presented to students in a graduate course on epidemiological literacy. Because it could be the first draft of something more developed, I share the abstract and invite feedback.
Untested draft of method that represents
a) an extension of mathematical thinking (provisionally defined here);
b) follows the premise that no teacher would be prepared to guide every student in developing their mathematical thinking in the diverse ways that interest different people and
c) ditto in developing their life long learning to respond to changes in work, technology, commerce, and social life that continue to change our needs and capacities for mathematical thinking.
What constitutes mathematical thinking? I am teaching a course on mathematical thinking without defining the term for the students or myself. I want a working definition to arise from the explorations we undertake during the course. Continue reading
“Impossible to Simply Continue Along Previous Lines: Changing Life in Times of Crisis”
One-day workshop before the 4S conference, Boston, Tues 29th August 2017
Overview of Notes on Enactable Social Theorizing assembled in 2012, followed by key points of each of the notes. Comments welcome to help nudge me to revise and develop the notes. Continue reading