Covert/Overt Examples... from Szu-Yu

1. What are the notions found in landscape for "covert" education opportunity?
Can we find the covert education opportunity in our daily open space?

2. What are the design intentions aiming for "overt" education opportunities
in the landscape?

More Covert/Overt

Here are two examples of environments designed specifically for children: One is the Magnuson Park Children's Garden, located here in Seattle. I think this garden addresses certain educational methods in a very covert way.

The other is an exhibit for a children's museum in Baltimore called "WaterWorks." I spent about a year helping to develop this exhibit, all the while trying to keep each element as 'covert' as possible (though I don't know to what extent that goal was achieved.) We can talk about these more in class on Tuesday.

Thanks!

Overt. Covert.

From Jason, some examples of overt/covert learning environments:
(Also, please look for a few articles about these sites in the class e-reserve.)

May 13th Discussion Topic (and Mini-Assignment)

Hello group,

For next week's discussion, Jason, Szu-Yu, and I would like to discuss some terms that Iain brought up on the first day of class: "overt" and "covert" (as educational methods/spaces/characteristics.)

We would like to pose a few questions to the group to ponder over the next week:

1. How would you begin to define 'overt' and 'covert' ? (We have some initial definitions that can be posted to help get the ball rolling. We don't think there is necessarily only one interpretation of these terms.)

2. What might be some benefits of covert education vs. overt methods or designs, and vise-versa?

In lieu of having any readings for next week, we would like for everyone to bring an examples of places or methods that they interpret as being 'overt' and 'covert.' We were thinking it would be insightful for everyone to briefly discuss what they chose to bring in and why... we think this will be an interesting way to start the discussion and to see how people interpret these terms differently.

To start, Jason, Szu-Yu, and I have each come up with our own examples that we will share with you on this website. So keep an eye out for those examples over the next day or two.

If you have any questions, or need more clarification, please don't hesitate to comment on this post or email one of us.

Thanks!

Exploration of ecological heritage, inspiration of ecological futures.

OK, I guess I had to use eight words!

I had a similar reaction to Iain's regarding our definition of ecological literacy. With a concept so broad and seemingly encompassing 'all things good' I struggle with how to apply it in a practical way.

So. I decided to ask my self (and now all of you) these questions:

If a place could teach ecological literacy, what then?

How might it make you feel?

What would it call you to do?



Here's what I came up with:

You would want to come back.

A place such as this is full of old friends- predictable enough to be noticed (though some may not yet have been found…) and capricious enough to warrant investigation and re-aquaintance over and over again.

You would feel alive and full of health.

Somehow you know that the strength and calm you gather from this place lies in the presence of life different from your own. It is this separateness that heals, yet the health of yours and the ‘other’ are tied and bound on a mutual path, linked and inseparable.

It is not yours. All are welcome and no one controls who comes and who goes.

You would want to share this place with others. But not too many.

You understand this is something to be savored with patience and care. Though all are welcome, you can see that the presence of too many at once will hurt this place.

You would be inspired.

What pieces of your experience here can be found in the other spaces and places of your life?
When you find them, will you care for them?

If you do not, what then?



Always looking for something practical....can any of these ideas be applied to design? Do any of them occur already in our favorite places (for teaching, learning, meditating etc...?).

Also, my thoughts on yesterday's remarkably productive discussion:

The Cedar River Watershed Education Center's evaluation focused on what people retained or learned from their visit. In a similar manner, our discussion of IslandWood (and EE centers in general) came down to a similar question: what do participants take with them, what do they remember?

A new idea arises from this in my mind- what more will participants be inspired to find? What might they look for in their own neighborhoods and future experiences- how are they curious?

This idea came from conversations after the end of our session with regard to 'Ecological Literacty' as a process we are all constantly engaged in, not a goal to be reached but a road to be found and followed.

See you guys next week!

Jason

Ecological Literacy Distilled Definition Challenge!

Hi everyone,

Following our discussion yesterday, Iain emailed: "I wonder if we might not approach the topic from the other end of the telescope, so to speak, and see how succinctly we might define ecol literacy, carving away extraneous baggage, tail fins and barnacle accretions." Recalling a recent NPR conversation on 6 word biographies, he asks if we each could develop a 6 word definition for ecological literacy: "How may we distill the essence while retaining the substance?.... a bumper-sticker sized definition of ecological literacy!" He tried out three iterations:
"seeing, appreciating and understanding the wholeness of life" (8 words)
"knowing and cherishing the wholeness of life" (6 words)
"everyday wonder bred" (3 words!!!)..... which following a reply led to his 5 word version:
"wonder bred--made fresh daily"
So, are you up for the challenge? Post your definitions today!!

Julie

Possible Student-Lead Discussion Topic

I am interested in having a class discussion about "formal" vs. "informal" learning environments (or, to use Ian's words, "overt" vs. "covert"?) I think it would be beneficial to discuss the definitions, benefits, limitations, and theories behind formal and informal methods and designs.

I know this is a vague/broad topic that probably needs to be narrowed down...but for now, is anyone interested in this topic as a discussion for a later class?