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Exploring non-linear pedagogical approaches to ESDGC

Exploring non-linear pedagogical approaches to ESDGC. Surrendering the belief that we can control nature http://esd.escalate.ac.uk/palinks.

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Exploring non-linear pedagogical approaches to ESDGC

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  1. Exploring non-linear pedagogical approaches to ESDGC Surrendering the belief that we can control nature http://esd.escalate.ac.uk/palinks

  2. ‘Learning from nature and living systems.’‘Teaching as if we had surrendered the belief that we can control nature.’‘What would happen if we used the principles of living systems as tools for learning?’ Cyclical, cradle to cradle, feedback loops, dynamic systems, holistic

  3. In the natural world there is a cyclical flow of resources, with many feedback loops. The waste from one living thing becomes the food of anothersteother and so on in networks of micro-organisms, plants and animals living on the varied surfaces and environments of the planet, from tropical rain-forest to the bottom of the oceans, in a dynamic dance of life where diversity assures resilience.

  4. The reality is that we are completely dependent on other people, animals, vegetation, fungi, microbes and viruses. No single person c We are completely dependent on other people, animals, vegetation, fungi, microbes and viruses. We are completely dependent on others and the planet as a whole for the air we breathe, the water we drink, the food we eat, the soil in which we grow most of our food. Where are the rights of the earth and all non-human life?

  5. “Interdependence - the mutual dependence of all life processes on one another - is the nature of all ecological relationships.“(Capra F. 1997 )

  6. Survival appears to depend on diversity Diversity in all forms of life benefits survival and adaption to new challenges. Survival depends on the continued existence of diverse environment and habitat, culture, language, and so on. Human intervention in the natural world is too often at odds with this natural system. Instead of maintaining diversity, human activity too often involves a convergent approach that leads to decreased diversity, fewer species, cultures and languages.

  7. thereisnoaway There is some agreement that we need to think differently in trying to find a way to live with the planet rather than destroy it. We need a change of heart that helps us to see the planet’s resources as finite and that ‘there is no away’ for our waste.

  8. We live in a world that cannot be described adequately using Euclidean geometry and a mechanistic, reductionist worldview the self-similarity shown in patterns of clouds, sand dunes, sea shores, coastlines, rivers, valleys and mountains, where systems function in ways that are non-linear, dynamic, ever changing. .

  9. What have you tried? A non-linear approach to pedagogy opens up possibilities for creative work in a range of more interactive activities Feedback; Reflection on learning; Self-regulation;Collaboration, negotiation and partnership; Participation and empowerment; Learning to learn and the restructuring of knowledge; role-play simulation concept mapping, braided learning problem based learning unconferences building a wiki bridging cradle to cradle circle time cycles critical incidents bio-mimicry systems searching for nested systems and fractals

  10. There are three major tasks with which to engage. • To understand the dangers of trying to predict, manage and control our relationship with the natural world in terms of linear models. • To move away from behaviour that relies on linear models. • To educate people to see the importance of adopting and adapting non-linear alternatives. • For educators this means asking some new questions about the impact of taking a non-linear approach: • Can we describe teaching and learning in terms of non-linear approaches? • What kind of pedagogy might result? • What might happen to our worldview? • Will non-linear approaches to teaching and learning reveal the non-linear paradigm to us?

  11. We have been looking at and are reminded of: Current • Tilbury D • Ryan A • Gayford C • Sterling S • SugataMitra • Stibbe A • Capra F • Webster K & Johnson C • Preston C • Pratchett S • Horton P Recent • De Bono E • Feuerstein R • Gardner H • Gattegno C • Novak J. & Gowin D • Taylor J V • Illich I • Meadows et al • Papert S • Schumacher E F • Pike G & Selby D

  12. Would you like to contribute to this exploration? Thank you Henry Liebling June 2011 hliebling@googlemail.com http://esd.escalate.ac.uk/palinks

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