WELCOME
What is progress? Learning about human social theories, I can’t help but think about the ways we might see similarities or differences if we looked at them in the context of the natural non-human world. Perhaps because I am often relying on metaphors from nature to express my ideas, looking to plants and animals has become my way of understanding ourselves. We can see parallels between our concept of progress and ideas of evolution in the world of creatures, and we see parallels of ideas of growth in the plant world; the elusive betterment. Can we consider this to be the same freedom and transcendence that creates agency from within, as with us? Is progress natural or a human invention.
The problem I see is that all of these are human concepts, seen through a human lens with all of its limitations. Why do we see the butterfly having been transformed from caterpillar as the better version of itself? You never hear people say 'that butterfly would be better off having stayed a caterpillar'. Ecologically, the caterpillar may be the more significant version. Our constant striving to be more than we are, to have more than we have, I suspect, is behind our views of the butterfly (and problematic ideas of aesthetics and beauty…).
This tension for progress is what currently gives us a sense of purpose as humans, and simultaneously alleviates the angst by pushing the event of betterment and transformation into the unknown future.
E-Portfolio
The intention of this e-portfolio is to be reflective on my learning in the MAIS program at Athabasca and to look back with a meta-analysis and exploration of not just what I was learning in separate courses, but to look at how they connected in an interdisciplinary relationship of research.
This portfolio demonstrates an integration of knowledge learned throughout the program. Concepts, theories and subjects are evaluated and showcased in artifacts curated from my time of study over four years.
It is my hope that community can be built around this portfolio with a focus on transforming education with arts-based learning and relational approaches, to sharing knowledge bringing about respect and protection for our ecosystems and diverse species.
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Curated assignments can be found as links throughout the site as well as on the page 'Papers'.
Masters of Interdisciplinary Studies at Athabasca University
Throughout this program as demonstrated in the curated artifacts and reflective writings, program outcomes were explored and engaged resulting in transformed perspectives on the world we live in and ways of being in relationship.
Program Outcome #1: Integrated learning: Through the development of interdisciplinary research proficiencies, learners will integrate the various theories and methodologies in their chosen focus area(s), including interconnections between them as well as their connections with larger social and environmental contexts.
Program Outcome #2: Paradigm challenge: Learners will articulate a range of positions that creatively challenge prevailing social, political, economic, ontological, and/or ethical frameworks.
Program Outcome #3: Social relevance: Learners will develop an understanding of ideas and issues, both contemporary and historical, through normative considerations of justice and equality and a critical examination of social contexts.
Program Outcome #4: Self-critical thinking: Learners will demonstrate mastery of informed self-critical reflection.
map: finding my own unique way
Collective Cosmology in the Classroom for an Envisioned Future
Can a grand narrative, save us from ourselves? Is it possible to have a planetary, shared story in a world which is so divided and at the same time as globally connected? O’Sullivan (1999) thinks it is possible and even necessary to create this collective story of which we can all find a sense of belonging, meaning and most importantly, mystery again. This story would need to be so powerful that it could connect us all in a directional momentum of transformation that would ultimately lead to the protection of nature and the preservation of all life. He admits that Donna Haraway (1991), in her direct and wry style, has pointed out that plenty of grand narratives through history have served to destroy us as well; think religious extremes, wars against each other, industry over nature.
So why does O’Sullivan think this is the answer to all of our problems? He is inspired in part by Berry (1988) and Swimme (1996) with their principles for creating this grand narrative and its requirement of being cosmological, thus creating our collective story in the creative unfolding of the universe. Teaching and learning in a cosmological context can have many transformative benefits collectively, globally, and personally.
Carl Sagan (1934-1996) was a scientist, but more importantly, a thinker with a planetary perspective that created powerful changes in the minds of many all over the world. His many important contributions include sharing the view of earth from space over 30 years ago, showing us our collective and shared fragile home. He also communicated to the masses how we are connected to the greater universe by our chemical compositions being shared with the dust from the stars. By connecting us with the world beyond ourselves, he made us realize, simultaneously, our importance, our insignificance, our fragility, our power, our vulnerability, and our greatest strengths. People were at once inspired with hope and filled with despair; either way, these feelings can be, and were powerful motivators for transformational change.
Thinking cosmologically could help us with imagining a future. The universe is unfolding creatively, dangerously, and violently; qualities shared with humanity and nature which we can understand. Bringing a cosmological perspective into the classroom would encourage us to stop navel- gazing, stop swimming the fish bowl and venture beyond our sense of self-importance to see the world as a connected web that existed before us, has suffered from us, and can be supported by us should we so choose.
Berry, T. (1988). The Dream of The Earth. Sierra Club.
Haraway, D. (1991). Simians, Cyborgs and Women: The Reinvention of Nature. Routledge.
O’Sullivan, E. (1999). The planetary context of creativity: educational vision in a cosmological context. In Transformative learning: Educational Vision for the 21st century. (pp. 179–207). Zed Books.
Prigogine, I & Stengers, I. (1984). Order Out of Chaos: Man's New Dialogue with Nature. Heinemann.
Sagan, C. (1980). Cosmos. Random House.
Sagan, C. (1990). A Pale Blue Dot. Accessed from YouTube 2023, https://youtu.be/GO5FwsblpT8
Swimme, B. (1996). The Hidden Heart of the Cosmos. Orbis.