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_Preliminary title_
__Creating collective resilience, empowerment, and social innovation in # Recommendations for higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__Ed institutions
_Abstract_<blockquote>Modern science has reached - create a paradoxical positionvalid and accessible feedback loop. For instance, keep a keyboard and mail box in which the international community has acquired overwhelming amounts dining hall where students can input any form of knowledge by feedback. Make it visible to students. - transparency: publish all the means money flows within and outward from the institution. The system can only be aware of everitself when it can see itself. -increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding allow a platform for political dialogue to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity consensus that asks for nonpolitics and policies are far away from us. -linear and organic thinking to engage in sustainable and effective problemallow a collective co-solving efforts, often called sustainable development (Holling 2001)creative project. At Imagine an Olin College of Engineering, the disruption caused by the 2020 pandemic created Wikipedia where all insights from courses and research are saved. You have any question about a moment of project or where to find something on campus-wide reflection that lead ? You know where to an independently organized microsearch! Anyone can add and edit. # Living and co-campus of 15 students at a family-owned off-grid permaculture farm creating in community Our collective power lies in North Carolinacreativity. This social enterprise showed If we are meaningfully bonded through a need for an integrated understanding of science collective aspiration and served as evidence that immersion into nature, sustainable livingpurpose, and an intentional community we can lead to a better understanding of our ecosystems and socialcreate long-ecological systems. We see an opportunity in higher education to leverage our collective ability to create lasting change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science . Below are insights from the experimental Olin semester at Woodland Harvest Mountain farm and opening up spaces and time tips for a successful experience for students to act upon emerging opportunities to contribute to and scalementors. ## collective vision and approaches for communal co-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]creation
For more thoughts It seems to be crucial to uniting a group with a collective vision, goal, and the introductionpurpose. If expectations are aligned, please follow this link a satisfying group experience is much easier to the [[Thesis outline - resilience and dynamic complexity]]achieve.
Notes - Dynamic Complexity and Resilience Thesis/ISR-G (view source)
Revision as of 16:54, 30 April 2021
, 16:54, 30 April 2021no edit summary
_These are notes for my thesis and independent study with Linda Vanasupa._
Preliminary title: __Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__ _Preliminary abstract_<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001] For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]]. # Notes I have a disposition that human development needs x - I'm taking the disposition that a world in the 21st century needs A holistic model of reality - the nature of the whole is that you will be complete your description you need a scienceYou need a language you need spiritualityyou need Create a metaphor to lead through different web-nodes fields/relationships reductionist sciences - doesn't help you with complexity but to design a wedge - living systems diagram, five web nodes, living systems at the center- ontology - the nature of something- with your attention giving life to a living system - requires - practices for social innovation co-existence engineering for living for a thriving existence engineering education for interconnected living/being ##Apr 16th 2021The nature of a field doesn’t last - it’s always changingSocial field are vibratory - energy field Kurt lewin - group dynamics Diversity - different states of being A holistic science would be itself be holistic in learning it - all you need to Do, take the principles of DC - Patterns that education has are commensurate with the phenomena openness in learning (emphasizing questions not assertions) DC - recursion , attention to relationships # The shift in our ontological understanding of nature Coming from a century mainly driven by insights from the reductionist sciences and specialized disciplines, the western sciences look at the world around us (nature) by analyzing small pieces of the larger system. As in every reproducing organism, the increasing specialization in the natural sciences (e.g. subject specialization in master's degrees) is a reflection of the internal reductionist characteristic in the various disciplines. Therefore, we perceive nature as set of objects with different properties that can be analyzed, manipulated, and predicted. The relationship between different objects has only lately come into our focus. When we look at the relationships among the world around us, we observe that nature is an interconnected web, which does not prevail linear characteristics. Our science education from high school (chemistry, physics, mathematics) fails to give us an intuition for the complexity and characteristic of the interplay in nature. This issue brings up the following question: What essential scientific understanding is needed for a technologist in a world that is fundamentally dynamically complex? A _new_ science of holism is needed to convey an understanding of the world around us and all its layers; the natural, social, and critical epistemological realms. As this ontological shift is slowly taking place, we attempt to provide appropriate models, methods, language for phenomena, and threshold understandings that account for a dynamically complex world. The following categories attempt to embrace and suggest the emerging shape of a holistic epistemology. Epistemology is the investigation of what distinguishes justified belief from opinion [^epis-oxford]. A new science that sees the interconnectedness of nature will therefore change our belief of what nature is (compared to the reducinist sciences). ## 1. Models for a holistic worldInsights/concepts that inform a holistic epistemology: structure conditions behavior, emergence as a phenomenon, fractals or emergence on different scales, the role of fields (disciplines), self-organization ## 2. Methods of study that respect the nature of realityThe _scientific method_ does not seem to be sufficient to account for learning on the way, drastically slowing down the discovery process. Furthermore, the researcher should be immersed in the study space. Emancipatory action research as an example for a research method that recognizes the nature of reality. ## 3. Language for natural phenomenaA _new_ approach to science requires a collective, shared understanding of natural phenomena. We need concepts to share and describe phenomena emerging in reality. Fields of study that offer such language are _systems thinking_, _concepts for dynamically complex systems_, _indigenous knowledge_ that perceives the world through a holistic lense. ## 4. Threshold understandings of our current disciplinesSome of these understandings arose from the reducinist sciences and should be understood inside the shift toward a holistic epistemology. ### Thesis thoughtsBiology - Autopoiesis as an example of reproduction of the internal characteristics, parts in a cell are only alive when in symbiosis with others. - The way we think about the world is not how we perceive the world with our senses. Our left half of the brain overwrites the sensory input and perception from our right side of the brain [^stroke-of-insight]. - the line between animate and inanimate is blurry. This is not a surprise considering how vital to life inanimate matter is. ### Physics - energy fields ## 5. Questions and knots to untangle for a change How can we transform the scientific landscape into a trans-disciplinary, co-creative project?</br>What kind of internet interface do we need to support co-creation with transparency, dialectic, peer-assement, and accessibility?</br>How can we transform educational institutions into places that create communities and drive social innovation beyond the 4-year enrollment?
## Insights from fall 2020 semester
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. -
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.
- Collective intelligence - Collective intelligence (CI) is shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making.
- Tektology is a term used by Alexander Bogdanov to describe a discipline that consisted of unifying all social, biological and physical sciences by considering them as systems of relationships and by seeking the organizational principles that underlie all systems.
- teleological - relating to or involving the explanation of phenomena in terms of the purpose they serve rather than of the cause by which they arise.
- Vitalism is the belief that "living organisms are fundamentally different from non-living entities because they contain some non-physical element or are governed by different principles than are inanimate things
- vitalist-teleological - in the 1950s competing view to a mechanistic-causal philosophy around life/systems
- pantheism - a doctrine which identifies God with the universe, or regards the universe as a manifestation of God
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.
[^stroke-of-insight]: Jill Bolte Taylor: My stroke of insight | TED Talk. (n.d.). . Retrieved February 18, 2021, from https://www.ted.com/talks/jill_bolte_taylor_my_stroke_of_insight?language=en
[^epis-oxford]: Oxford Languages and Google - English | Oxford Languages
