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?

Intro to Readings for class on April 15

Please click on the course e-reserves link (to the right on this page) to find two articles for discussion next week.

We would like to discuss with you:
1. David Orr's Ecological Literacy
2. Diane Michelfelder's Valuing Wildlife Populations in Urban Environments


Some things to chew on as you read these...

Ecological Literacy
There is a heading in David Orr's article called "Formation of Attitudes" in which he writes that ecological literacy is driven by a sense of wonder. Aside from the difficulties he lists (a decline in the ability to think broadly due to specialization; the fact that most education is hands-off and indoors; and a decline in the capacity for aesthetic appreciation), what are obstacles to feeling a sense of wonder and achieving ecological/environmental literacy? What makes it difficult to "see things in their wholeness" even when it is in our best interests for the health of individuals and humankind?

I often think of old-time farming as the embodiment of environmental literacy because farmers' survival relied on sustainable practices and their knowledge bridged many "disciplines" to create a broad understanding of relationships, resource flows, cycles and patterns. They relied on farsightedness, creative problem solving and luck. That lifestyle is left further and further behind as a mechanized, genetically modified, fertilized, factory-farmed food system takes its place.Do you see any parallels between the plight of environmental literacy and the farming tradition?


Valuing Wildlife
If someone asked you, "Why should ecosystems be protected and preserved?," what would your answer be? What values would your answer reflect?

As future designers of space and curriculum, we should be aware of the underlying values and assumptions we may (intentionally or subconsciously) insert into our designs and programs. But before we get too set in one way of looking at this issue... perhaps we could consider alternative approaches to valuation.

In "Valuing Wildlife Populations in Urban Environments," Michelfelder offers an interesting alternative. She argues that we have tended to value wildlife based on aesthetic experiences, e.g. beauty, surprise, spontaneity, rarity, intensity, and immediacy--which are valid ways of looking at the world, but In urban environments doesn't work as well due to density, repetition, and regularity. What she proposes is a valuation of wildlife based on community where animals are seen as neighbors. This does not mean mutual friendship but rather a way of considering their needs while promoting community cohesion and increased interactivity between members.

In what other ways could this community cohesion model be explored in places that teach?

. . .

If you would like to read EVEN more... there is another article posted on the e-reserves "Defining Literacy in a Time of Environmental Crisis," in case you feel like diving in more.
See you next week!

The Food Chain

Here is an interesting series of articles related to food from the NYTimes: http://topics.nytimes.com/top/news/business/series/the_food_chain/index.html

Productive landscapes may not be the idealized nature we've been talking about, but they keep us alive... Sustainable food production does require environmental literacy --systems-thinking, an understanding of relationships, patterns and consequences, and a certain respect and wonder for beautiful food. And we can grow food in urban areas.

Oral Histories & Fish Migrations

Hey Folks,

Today's discussion of "environmental amnesia" reminded me of a wonderful article published last year in the New Yorker. "The Lobsterman" by Alex Wilkinson, profiles Ted Ames, a former lobsterman who developed a method of researching historic fish migrations by using the oral histories of fisherman. It is a fun New Yorker-style read, full of Downeast characters, colorful and taciturn (...a type very close to my heart!)

A link to the abstract is below, although the language there is somewhat choppy as compared to the original...
http://www.newyorker.com/archive/2006/07/31/060731fa_fact_wilkinson

Just for fun, in case you are interested.

Thoughts following Peter Kahn

hi everyone.

awesome conversation today about Environmental Generational Amnesia. Thank you Peter for moderating. i feel as though we could have continued for several more hours, playing with these ideas of human interaction patterns with nature or the non-human other.

We used the word "important" quite a bit today, and i wanted to look at that more closely, so this post is an invitation to engage with what "important" means in this context of environmental generational amnesia. I caution us, a primarily white, middle-class, educated group, to be aware of our perspective on what is important for others. To say that marginalized inner-city kids don't get the importance of environmental issues is a matter of perspective. Perhaps we should ask what is important to inner-city students, and how can we access their interests and concerns to create learning environments that educate about environmental issues and/or community stewardship.

Mark pried at this in our discussion by offering two distinctive kinds of interactions: Educative and Intuitive. Intuitive interactions with nature might be described as the cross-cultural human fear (or easily learned fear) of snakes, as we discussed today. These kinds of intuitive interactions may be relevant across cultural and socio-economic (SES) groups, and may provide access points to environmental issues and concepts.

Educative interactions are something altogether different, and this is what i'm curious about. How can we provide environmentally-focused/stewardship-focused learning experiences in an urban setting that validates the culture and concerns of inner-city students? Put another way, how can human interaction patterns be relevant to an inner-city (or urban) learning experience? Health issues is one idea that we addressed in our discussion today. Any other thoughts?

Initial Conversation and Terms

Sarah as compiled the links mentioned in the syllabus, as well as the resources mentioned in class, on this page for a quick reference. Many thanks for that! I thought I would list some of the terms we talked about discussing in more depth. Please add to this list via comments or a new post, as my notes are probably not comprehensive.

Terms to Explore and Define:
- Ecological Literacy
(David Orr's work was mentioned as a starting point, but we can add to the definition throughout the quarter...)
- Stewardship
- Experiential Learning
- Literacy
- Unpack

Welcome to the LARCH 498G/598G Blog!

This blog will hopefully provide an opportunity for members of the class to share resources, add to discussions and facilitate further conversations related to the topics we cover...and beyond.

We have invited all class members to be authors on this blog, which means that they will be able to post new threads as well as make comments. In order to post, you will need to sign-in to Google or Blogger (which is a Google application.) If you already have a Google account, you are all set, just use that username and password. If you don't, you just need to sign-up for a Google account, which is free, fun and only takes a few seconds. Simply follow the link sent to you via email.

People outside the class will be able to view the blog and make comments (although they won't be able to make official posts) which means that we can share the URL if we think that might be helpful or useful.