Posts Tagged ‘Education’
Posted on 12 December 2012 by cjf
I participated in the ReVIEWING Black Mountain College 4: Looking Forward at Buckminster Fuller’s Legacy conference on September 28-30, 2012 in Asheville, NC, USA. I gave two talks (click on the links below to see the PDF presentations):
Please share any thoughts you might have about these presentations in the comments. I would value your feedback.
Posted on 29 April 2012 by cjf
Dante’s Commedia, written in the early 1300s, is ostensibly an epic poem about a pilgrim who travels through Inferno (hell), Purgatorio (purgatory), and Paradiso (heaven) to encounter God face-to-face and then returns to tell us about it. More interestingly, it is a poem of learning, philosophy, and the struggles of life with more nuances, depth and perspectives than I would have thought possible had I not read it myself. To say that the Commedia is rich in a multidimensional way is an understatement. The Commedia is intricate, dramatic, thrilling, mind-blowing, cosmic, shocking, ineffable, sometimes oppressive, and altogether extraordinary!
The pilgrim is Dante himself and his guide through most of the journey is the Roman poet Virgil. Open Yale Courses provides its own able guide in Giuseppe Mazzotta who presents a fascinating and deeply engaging course ITAL 310: Dante in Translation (videos at YouTube). Mazzotta places the Commedia, more commonly entitled The Divine Comedy, in the encyclopedic tradition (a circle of knowledge through the liberal arts) but he also calls it an epic, romantic, autobiographical, and visionary poem. Indeed by the end of the course, I had lost track of how many different angles on the poem Mazzotta had identified: prophetic, philosophical, historical, sublime, humanistic, theological, scientific, geometrical, musical, a poetry of hope, a poetry of the future, etc., etc.!
Read the rest of this essay »
Posted on 23 August 2011 by cjf
Each of us is connected through our parents and their parents and so forth to a first life form which has no parent and is composed and derived from non-biological forms. So each of us is intimately connected through our genealogical history to the non-biological Universe! Indeed, each of us is connected in this way to the whole Universe!!! It is this type of conceptual, big picture thinking that pervades Stephen Stearns’ free video course EEB 122: Principles of Evolution, Ecology, and Behavior at Open Yale Courses (OYC). Even though I do not think the separation between life and non-life is as clearcut as Stearns suggests, Jeannie and I thoroughly enjoyed our excursion into Biology with Stephen Stearns as our guide at OYC!
The Importance of Biology, Evolution, Ecology, and Behavior
Understanding biology is essential as civilization is inseparable from the great ecosystems upon which it is built and in which it is housed. Our future is inextricably linked to the always changing nature of the Earth-Biosphere system which provides our food and shelter. In EEB 122, we learned that the entire Earth has been sculpted by the biological technology we call “life“. At a more day-to-day human scale, medicine and health care are vital subjects in biology and in our economy (caring for the health of the ecosystem of cells, organs and their microscopic cohabitators known as “human” engages 9% of the economies in most OECD countries and nearly twice that in the USA). EEB 122 has a whole lecture devoted to medicine and more comments throughout the course.
Evolution theory has had a profound influence on modern thinking. From its nascent formulation by Charles Darwin, the theory of evolution has itself changed (evolved!) substantially over its first 150 years. I found it particularly interesting to learn that the modern theory is quite different from what my culture-imbued intuitions misled me to think. This course is eye-opening! Even if you disagree with some of the ideas of evolution (and who doesn’t have some questions and concerns about this subtle subject which is itself changing), this course corrects some of our endemic misperceptions. For example, Stearns asserts in lecture 3 that the notion of “survival of the fittest” is wrong! I had no idea that that iconic “sound bite” is but a dead-end on the road to the modern theory of evolution!
With current concerns about global warming and other stresses on our environment, ecology is a vitally important subject. The point is reinforced by the work of three of the recent winners of the Buckminster Fuller Challenge which deeply engages the subject of ecology. The 2011 winner, Blue Ventures, conserves threatened marine environments. The 2010 winner, Project Hope, restores savannas and grasslands lost to desertification with a comprehensive program featuring cattle management. The 2008 winner, John Todd’s Comprehensive Design for a Carbon Neutral World, restores the ecological devastation of the impact of mining in Appalachia. The principles of biology and ecology are essential to better understand and contribute to these and similar initiatives to improve our management of Earth’s ecosystems while raising the standard of living of every human being. EEB 122 explains some of the vital principles that will underpin any such solution.
In summary, OYC’s EEB 122 is an excellent introduction to the basic principles of biology needed to better understand medicine, health care, evolution theory, ecology, the behavior of organisms, and biological technologies such as the enterprising work of the Buckminster Fuller Challenge winners. Finally, and perhaps most importantly, EEB 122 gives a conceptually broad, biologically detailed introduction to one of the most enchanting visions of change ever developed: the theory of the evolution of species.
How We Used the EEB 122 Course Materials
Jeannie and I started watching EEB 122 around New Year’s. We watch courses like this for edutainment. That is, we do not plan to become professional biologists, instead we watch video courses as a form cultural enrichment: How do biologists think? What do they know? What is the current understanding of evolution? I am deeply curious about how the world works. Video courses like EEB 122 are deeply enriching in this regard.
Read the rest of this essay »
Posted on 24 February 2011 by cjf
As citizens aboard SpaceShip Earth, we need to understand the principles of science and technology that shape our world. We need this knowledge to become effective co-designers of the world that Humanity is collectively building for today and tomorrow. We need to conceptually apprehend and comprehend how the Universe actually operates so we can better contribute to steering the forces that continually reshape our worlds. What are the most important concepts needed to proficiently build, use, steward, and re-generate the infrastructure of civilization on an on-going basis? Where can we get the information needed in terms that is easy to understand, easy to relate to, easy to use, and relevant to the problems we all face today and into the future?
Although Berkeley‘s free video course Physics C10/LS C70V: Physics for future Presidents AKA Descriptive Introduction to Physics is not the answer to all of these questions, it will explain the basic physics that is necessary to critically evaluate much of the information that inundates us each day. This course will significantly increase your ability to think more confidently about the heady questions above. It is a first step.
Is there an on-line video course that does a better job than Physics C10/LS C70V of explaining the broadly relevant principles needed to understand the big issues of the day?
In 2000, when Richard Muller started teaching a new course, Physics C10/LS C70V: Physics for future Presidents AKA Descriptive Introduction to Physics, at Berkelely he asked himself what are the principles and facts from physics that a student should understand to be able to make effective decisions on the Big issues of the day should they become President of the United States? From this ambitious question, a course was designed that is eminently useful. Even though it is oriented to the non-scientist, Physics majors at Berkeley can take the course for credit toward their degree, meaning it is even useful for scientists!
In an introductory post on the OER (Open Educational Resources) Movement, I explained that the Internet now offers illions of educational resources many with free video lectures. I’ve spent several years searching for and enjoying on-line video courses and Physics C10 is the most broadly relevant course with the most critical information for understanding how the world works that I have found. Everyone should watch, enjoy and think about this most enriching class of some 35 hours of free on-line video lectures!
What resources do you use to get comprehensively educated about the principles of science and technology and how they are changing our civilization so rapidly? What is the most important or broadly useful OER course that you have found on the Internet?
Read the rest of this essay »
Posted on 26 October 2010 by cjf
For the past couple of years, Jeannie and I have been engaged as students using so-called “open educational resources” (OER). We’ve “taken” a number of courses at MIT’s OpenCourseWare (OCW), OpenYaleCourses as well as dabbling in material from numerous other schools around the Internet.
I first read Buckminster Fuller’s short book Education Automation many years ago. I was amazed at Fuller’s foresight in advocating so much of what has now become the OER movement. Then a week ago I led a Ben Franklin Thinking Society discussion on Buckminster Fuller and the Open Educational Resources Movement. Here are my reflections on what I learned from preparing and participating in that discussion.
The Open Educational Resources (OER) Movement
The OER movement is simply an Internet-powered expansion of the time-honored practice of students and teachers sharing materials and ideas. On the Internet this sharing can include video and guided tutorials as well as traditional media such as lecture notes, homework assignments, textbooks, and exams. All of these materials were more difficult and more expensive to share before high-bandwidth Internet and modern computer systems became widespread. A group of educators has tried to define the OER movement in the 2007 CapeTown Open Education Declaration. Here is a short excerpt which gives the gist:
Unlocking the promise of open educational resources
During the discussion, I asked participants if they had used any OER materials. Many of them had not. But I was excited to learn that one of the participants studied Linear Algebra with video lectures by Gilbert Strang. Jeannie and I put more time into that excellent course (even doing all of the homework, quizzes, and two and a half final exams) than any other OER course we’ve worked through.
As a self-learner, one of the most important elements of OER courses to me is that I can choose how to use the materials (unlike in school where one is more or less told what to do). For example, there are some courses where I just want an overview or a feeling for the subject, but I may not need to master the material. Like when we studied Introductory Biology at MIT’s OCW, we watched the videos and only briefly looked at the lecture notes. We skipped the homework and the tests. We quickly ignored the parts that were not, at that moment, of interest. I think this is a big improvement over school where I frequently suffered from wanting to go into more depth than the course in some parts and less depth in others. Using OER I can get the education I want, when I want it!
It should be noted that the OER movement has been partly inspired (according to this good review article on open educational resources in Communications of the ACM) by the FOSS (Free and Open Source Software) movement. I find this fascinating since I have long been involved in the FOSS / Linux world (I’ve written about that extensively in the managing FOSS blog). Fuller’s global vision has foreseen elements of both movements.
To find out more about OER, the wikipedia entry http://en.wikipedia.org/wiki/Open_educational_resources can get you started.
Buckminster Fuller on Education: Prescient Harbinger of the OER Movement
To prepare for the Ben Franklin Thinking Society discussion, I re-read Education Automation twice. That led to these five quotes on Bucky’s thinking on education including how he foresaw elements of the OER Movement. The quotes and my commentary expand the discussion to address some broader issues in education as well. The quotes are all from Education Automation which was published way back in 1962.
Read the rest of this essay »