Category Archives: reflective practice

Science in a Changing World initiatives

“Science in a Changing World” (SICW) is a constellation of initiatives aimed at “facilitating learning & teaching innovation, research & public engagement, discussion & collaboration regarding scientific developments & social change.” SICW is linked to what is now a Master’s program of the same name at the University of Massachusetts at Boston (UMass Boston), but the decentered approach to SICW infrastructure building began developing much earlier in the work of its coordinator, Peter Taylor. This statement sets the scene with a brief account of the principles that animate the decentered approach, describes the prehistory before UMass Boston and the strands that make up SICW, and closes with some remarks about the ways that this kind of infrastructure development follows from and feeds into STS analyses. (read more)

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“Impossible to Simply Continue Along Previous Lines” A Partial Design Sketch of Enactable Social Theorizing

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

Five principles or themes for addressing unruly social and ecological complexities

On the presumption that the dynamic flux of ecological and social complexities cannot be well understood from an outside view…
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“Intersecting Processes: Spaces still available at May 2017 New England Workshop on Science and Social Change

Location: Old Fire Station, Woods Hole MA, USA
New Dates May 2017, 8am Sat 27 – 2.30pm TUES 30

In this FOUR-day workshop participants will create spaces, interactions, and support in formulating plans to extend our own projects of inquiry and engagement around “intersecting processes.” More info

Alternation between complexities of situation studied and the situation of the studier: A series of writing projects

Let me share the ambitious writing plan I formulated during a workshop last October, given the need I see to feel generative not only reactive when making one’s work and life in the turbulent politics of the USA today. Continue reading

Close reading, PBL, and tensions

Probe—Create Change—Reflect

A tension that has arisen often in conversations between my co-instructor and I and myself as we prepared for an upcoming course in life science, gender, and race, texts… – by tension I don’t mean something that is a disagreement or even something that has to be resolved, indeed perhaps the essence of co-teaching is that there are tensions to be played out in real time. The tension is that she understands that we cannot assign hundreds of pages to be read each week and still follow the project-based learning (PBL) process, yet she knows how much her scholarship and her teaching revolves around very close reading of texts.

Close reading makes me think about tensions in my own work. I know how much I get by puzzling out the structure of arguments. Sometimes this is drawn from examining the scene setting at the start of an article and the…

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Learning from experience in the past and elsewhere to prepare one’s community for epidemics that may or may not happen

This “Design sketch” is to initiate a series of Collaborative Explorations (CEs) in one’s community on a range of angles on epidemics and community responses. It arose for Case 3 for the session, “Gathering into Community,” of Design for Living Complexities,  Continue reading