A transcript of a work-in-progress presentation about ontology, epistemology, and pedagogy— specifically, my ontology, epistemology, and pedagogy. More specifically, how they might be affected by our current time of crisis.
On the presumption that the dynamic flux of ecological and social complexities cannot be well understood from an outside view…
Location: Old Fire Station, Woods Hole MA, USA
New Dates May 2017, 8am Sat May 27 – 2.30pm Weds May 31
In this five-day workshop participants will create spaces, interactions, and support in formulating plans to extend our own projects of inquiry and engagement around “intersecting processes.”
Just as it is said that the index of a book is the last chance for the author to shape how the book is read, a glossary can convey the sensibility of a book. Below is the glossary for Taylor, Peter J. (2005) Unruly Complexity: Ecology, Interpretation, Engagement. The place in the book where the terms are introduced or elaborated on is given in parentheses. Items in italics are described elsewhere in the glossary. Continue reading
The workshop “Collaborative production of knowledge: Health, environment, and publics” in Arouca, Portugal aimed to
make sense of the growing attention to the collaborations with the public (or different selection of the public) in the production of knowledge about health and environmental concerns. All research is collaborative-even solitary scientists have to secure audiences if their findings are to become established as knowledge-so why emphasize collaboration in health and environmental research? The workshop will consider the diverse reasons that might be put forward to explain that emphasis. How are different angles on collaboration related in theory and practice? In what ways can scientists, science educators, science shop organizers, and researchers in history, philosophy, and social studies of science conceptualize, interpret, teach about, and engage in the collaborative generation of knowledge and inquiry? What can we learn reflexively from our own experience in an interaction-intensive workshop around these questions?
Applications were sought from teachers and researchers (including students) who are interested in promoting the social contextualization of science through interdisciplinary education and outreach activities beyond their current disciplinary and academic boundaries.
At the start of each day participants undertook daily writing on the theme of the workshop. My own writing makes up the next few posts.
22 May 2011
The growing attention to collaborations with the public in the production of knowledge about health and environmental concerns represents, I believe, a confluence of a number of streams:
- “Science for the People” and similar slogans were promoted by radical organizations during the 1970s. However, scientists pushed back against local democratic accountability and pushed for the “freedom” for their research to be directed by corporations (and to share in profits). The growing attention to collaborations with the pubic involves a push back against that pushback.
- Environment, health, and environmental health issues in particular involve activists who push for changes in policy, expose or exploit controversies in the science, and, in some cases, become conversant in the science and push for changes in funding priorities and regulations. Collaboration with the public in this case means collaboration with these activist subsets of the public.
- Health and, to some extent, environmental remediation require people to follow advice or guidelines from authorities. Physicians and environmental managers often lament the “lack of compliance” among members of the public. Collaboration is valuable so these professionals can see the extent to which lack of compliance is rational resistance, can draw models or best practices from successful communities, and can co-develop policies that are more likely to be implemented and maintained. In short, collaboration is a pragmatic move for professionals who want their advice to be taken up.
- The shifting social, economic, and political conditions means that ongoing innovation, monitoring, and adjustment is needed. The “unruly complexity” of health and environmental situations does not allow for overarching, once-and-for-all knowledge to be established.
Ten years ago the Three E’s were promoted for sustainable development: environment, economics, equity. I applauded the equity goal, but I wondered what its logical connection was with sustainabilty. What follows was my take, as prepared for an education for sustainability initiative in 2003 (which proved not, alas, to be sustainable).
The vision of sustainable economic and social development expressed in the 1987 United Nations’ Brundtland Commission report, Our Common Future — development that “meets the needs of present generations without compromising the ability of future generations to meet their own needs.”
In this spirit, we envision three interrelated strands of sustainability:
- a sustainable Economy, ensuring that members of future generations have equivalent — or enhanced — capacity for living, being healthy, making a livelihood, gaining environmental services, and harnessing natural resources.
- Just and Equitable governance — decision-making procedures and institutions that do not permit one group’s access to resources to be ensured at the expense of others.
(Equity is linked with sustainability because, if we are concerned not to degrade the conditions for people in future generations, it makes sense to be concerned with improving the conditions of other people with degraded conditions in the present. Movement towards a sustainable, equitable society impels us to resist any growth of the gap among the capacities of different groups.)
- an Engaged populace, one in which people’s commitment to sustainability and equity motivates them:
- to appreciate and monitor the state of the environment, social structure, human health;
- to understand linked social and environmental processes;
- to transform practices that makes those processes unsustainable and inequitable; and
- to cross boundaries and collaborate with others in the pursuit of understanding and transformation.