On the Taylor expansion of probabilistic \u3bb-terms

We generalise Ehrhard and Regnier\u2019s Taylor expansion from pure to probabilistic \u3bb-terms. We prove that the Taylor expansion is adequate when seen as a way to give semantics to probabilistic \u3bb-terms, and that there is a precise correspondence with probabilistic B\uf6hm trees, as introduced by the second author. We prove this adequacy through notions of probabilistic resource terms and explicit Taylor expansion

Connectivism: Adopting Quantum Holism in International Relations

The current scientific context of both quantum science and an ever-increasingly connected global citizenry has set the conditions for a new perspective whereby the social sciences are on the cusp of adopting a quantum approach of probability and potentiality versus the clockwork mechanistic determinism of cause-and-effect Newtonian mechanics. While a scientific realist approach toward the application of quantum science to the social sciences is germane, there is a valid reason international relations should also consider and adopt the philosophical worldviews outside the genealogical canon of our early western forbears, as well as the philosophical explorations of consciousness and humanism which have evolved over the years. Marrying the quantum physics of consciousness and reality with the philosophy of phenomenology and humanism will lead toward a deeper, more holistic understanding of our connection to each other as human beings, and our connection to the world of our creation through this conscious experience of each other and our surroundings. This unifying reorientation away from classical science toward a more holistic quantum application of science and philosophy is what I term Connectivism. Rather than privileging a Hobbesian view of nature as a war of all against all Connectivism will privilege the unifying principles which connect us all to each other. This relational social ontology will highlight the more cooperative and interconnected aspects of the human experience versus the Newtonian dynamics which separates humans from their environments and turns them into simply another material variable upon which external forces exert their impact on the human dimension. A quantum holist ontology, on the other hand, will destroy the dichotomy between agents and structures, individuals and societal collectivities. This unified ‘whole’ which is instantiated through conscious individual, interrelational, and interactional processes of potentiality (i.e., wave functions) and realization (wave function collapse, or decoherence) privileges and situates human agency and its creative impact on the environment in a more comprehensive and cooperative way

Ways of making: producing artworks in the studio in response to experiential walking

This thesis includes a body of paintings, drawings and assembled objects that have been made in response to the Crossing England walks (2014 - 2018). This body of work is entitled The English Diagrams (2018). The research draws upon the varied perspectives of Fine Art, Performance Studies and Cultural Geographies, to examine the relationship between the activities of walking as art, and making in the studio. Drawing from experiential phenomenology, I set out a model for rigorous, reflexive, creative practice and map the looping affiliations between the embodied world of the walked landscape, the subjective terrain of the practitioner, and the fabrication of paintings, drawings and assemblage within the studio. This interdisciplinary study takes a neo-vitalist approach, tracking a series of walks on a single route across England. Artist and terrain are explored as integrated, the boundaries between them fluid or porous, Autobiographical story, personal mythology, and sediments of collective memory interred within the earth are drawn out by the sensory, somatic rhythms of walking, and through selection of specific materials found along the way. Through studying bodily, psychical and material fluxes and flows within the studio, the thesis considers optimal conditions for flow in practice, and scrutinizes interrelations between the space of the studio and the body/mind of the practitioner, during the production of drawings, paintings and assemblage. It explores how the fields, gaps, lines and folds of the landscape can be translated into a bricolage of visual and painterly languages that is as heterogeneous as the terrain it refers to. The research shows how a sustained and looping threefold process of walking, reflective writing and making can lead not just to new ways of fabricating, but of surveying and plotting human experience. This renewed, unified sensibility, is subsequently conveyed back outside to the landscape during new walks, offering altered perceptions and new readings of the landscape. This is a study with potential to be of interest for creative practitioners from a variety of disciplines, and to theorists and scholars of artistic process

Avian Biogeography and Conservation in Eastern Indonesia

Evaluating the conservation status of threatened species requires a sequential process of 1) taxonomic classification, 2) distributional mapping, and 3) evaluation of species according to criteria established by the IUCN Red List. Knowledge gaps in the first two phases of this process have been termed the Linnaean and Wallacean Shortfalls, respectively. The Indonesian archipelago is one of the most biologically diverse areas of the planet, as well as one of the most threatened and poorly studied, and the Linnaean and Wallacean Shortfalls pose substantial challenges for conservation in the region. Here I address each of the three stages of categorizing threatened species through a series of case studies on birds in two regions of Indonesia: Java and the Northern Moluccas. The first chapter addresses an example of the Linnaean Shortfall; using behavioural and vocal data, I provide insight on the taxonomic status of woodcock (genus: Scolopax) on Java. The display and vocalizations of these birds confirm that they are a distinct biological species and should be evaluated separately from woodcock in New Guinea. The second chapter focuses on the Wallacean Shortfall, and clarifies avian distributions in three Javan montane areas and on the North Moluccan island of Obi. On Obi, in particular, previous knowledge of bird distribution is woefully incomplete; I report nine species of resident birds previously unknown on the island. In the third and final section, I incorporate criteria from the IUCN Red List to re-evaluate the conservation status of two species on Obi, Chattering Lory Lorius garrulus and Moluccan Woodcock Scolopax rochussenii. One case results in good news for conservation; the Moluccan Woodcock is more common than previously believed, tolerates human habitat modification, and should be ‘down-listed’ from Endangered to Vulnerable. The other is not; Chattering Lory is heavily trapped for the parrot trade and without conservation action, may likely become locally extinct. As such, it is more endangered than currently appreciated and should be considered Endangered rather than Vulnerable

Between the factory and the forest : an ethnographic exploration of three educational programmes seeking to provide young people with experiences of the wild

This thesis is the result of empirical research looking at what happens when young people have experiences of wild places and wild instruction, within and alongside formal education. Three ethnographic accounts (Atkinson 2017) present original evidence from educational programmes seeking to provide young people with experiences of the wild. These ethnographic accounts include the voice of the researcher (revealing some transformation of researcher identity), whilst privileging the voices and testimony of young people, voices that remain under-represented within this area of educational research. This commitment aligns with the researchers’ position, which is explicitly outlined as being ‘human-centred’ (Gill & Thomson 2012; 2017).The accounts reflect perspectives about our current institutionalized education systems and our relationship with the wild world that may have significance outside of bounded contexts.Attempting to understand these perspectives has resulted in four cautious proposals. Firstly, that structured (pedagogic) wild experiences may possibly contribute to the alleviation of mental health problems (amongst other significant benefits). Secondly, that these experiences (and benefits) are connected to an emerging pedagogy for the wild. Thirdly, that nature disconnection (Richardson 2018), and severing (Morton 2017) can be transformed by intense, immersive experiences, especially those based on traditional, indigenous practices (Berry 1999). Finally, that if included within the pedagogical process with intention then the wild world has the capacity to act as guide and exemplar. These proposals appear to require particular relationships between “educator and educatee” (Freire 1971), alongside a pedagogic sequencing that includes: skill acquisition; acclimatisation; and periods of preparatory solitude; sequencing that results in extreme boundary-crossing practices that may in turn provoke experiences of altered consciousness resulting in enhanced empathic appreciation of both the human and the wild world.What was witnessed during this research presents examples of “educational alternatives” (Hope & Montgomery 2016) that seek to extend freedom and autonomy, sometimes radically so, to those participating. These accounts also present “another way of being” (Hage 2012), one that is perhaps urgently needed by those currently situated between the factory and the forest, and by those seeking to discover alternative ways of addressing the twin challenges of education and the flourishing of all life into the future

Being mathematical : an exploration of epistemological implications of embodied cognition

In this thesis I explore epistemological implications of embodied cognition in the hope of developing my apprehension of what it means to think mathematically. I allow my understanding of embodied cognition to emerge in stages, early in the piece laying contrasts against which it may be set, infolding elements to the purpose of qualitatively interpreting data as my thesis finds form. I use the language of autopoiesis to frame an understanding of change in the context of an individual’s learning and also within broader constructs, such as in mathematics classrooms. I recognise dualisms and set them aside in an attempt to reread what it means to think mathematically.Research from a variety of fields constitutes one part of my data, the second part being a selection of experiences drawn from mathematics classes I have taught. In balancing the two, I find that an embodied account contributes a means of interpreting mathematical experience wherein received boundaries, such as between you and me, and categories, such as "number", are not globally robust, and intentionality pervades and shapes the worlds we create.The perspective that embodiment affords my apprehension of mathematical thinking is consistent with a formulation in which judgements of what is good are aligned in part with a kind of aesthetic, whereby being moral is founded in innate dispositions. The question of what one is to do with an embodied epistemology is therefore focused on a consideration of how I am to orient myself to teaching mathematics.Throughout all of this, the locus of my attention remains within the classroom, fixed upon the goal of eliciting perspective and on developing skill in interpreting experience; on becoming a tactful teacher, sensitive to the tacit language of the body

Building critical reflexivity through life story work.

Doctor of Philosophy in Psychology. University of KwaZulu-Natal. Durban, 2018.This thesis investigates what happens when space is facilitated in a number of settings for the development of critical reflexivity through narrative practices and other related reflexive and dialogical methodology. In a broad sense the research examines the transformative effects of life story work and reflexivity, to track outcomes and the conditions under which they are enabled. Although there is much existing literature on reflexivity, recent research suggests that there is little consistency across educational strategies and among health professions generally. There is also a paucity of evidence-based guidance for educators, which, combined with a lack of clarity across the literature on a clearly defined conceptualisation of the term ‘reflexivity’ makes it difficult for newcomers to the field or educators across disciplines to put reflexive strategies into place. In addition there is little translation of how reflexivity, once obtained, can be translated into practice; and also in regard to its facilitation in a community context. The research aims to deconstruct ways to facilitate critical reflexivity in order to promote accessibility, transferability and evaluation. The ongoing impact of South Africa’s colonial and apartheid history has resulted in continued inequality and social divisions making it crucial for these challenges to be urgently and critically addressed. In terms of education we need to look beyond Eurocentric content knowledge and towards a critical reflection of our assumptions and long held beliefs in terms of our history, current local complexities, and future possibilities. This can be aided through the use of life stories to link new knowledge to lived experience, and to work towards building an African centred identity that embraces diversity while taking into account the rich indigenous knowledge systems that are part of this landscape. The research design is qualitative in nature and grounded in social constructionist principles applied within a narrative theory and dialogical approach. This fits well with a transformative agenda with a focus on social justice to guide the research in light of the South African context in which it is embedded. The study follows a phased and reflexive research process that explores critical reflexivity on three levels: the self in terms of personal and professional development; in education; and in community practice. The process begins with an autoethnographic study of the researcher’s experience of working with her life story and reflexivity, which is followed in the educational phase with a focus on tertiary education and tracks the experience of a number of students involved in an educational module that uses life stories to develop critical reflexivity in health promotion. In the final phase, the researcher applies this work in community practice with refugee youth from the Democratic Republic of the Congo, living in Durban, South Africa. A Critical Reflexive Model is used and developed as a conceptual framework throughout the research, and is examined in the final chapter as a theory of change that guides the development of reflexivity and is assessed for its value in taking this work forward in an accessible way. The results of the research show not only the transformative benefits of developing critical reflexivity through life story work in terms of self, relational, and contextual development but also the complexity of, and shortcomings in, evaluating a reflexive programme or intervention. Using the results of the data and the Critical Reflexive Model the researcher develops a comprehensive guide to evaluating such programmes and also to assess the benefits for participants, using Blooms Revised Taxonomy as an educational foundation to guide the process. The researcher concludes that the Critical Reflexive Model, together with the evaluation guide and life story methodology examined in this research, offers an accessible and beneficial ‘reflexive package’ or guide to educators or professionals wanting to develop critical reflexivity, whether as educators with students across disciplines as an important aspect of developing reflexive practitioners, or as part of their community practice

A coat of ashes: A collection of poems, incorporating a metafictional narrative - and - Poetry, Daoism, physics and systems theory: a poetics: A set of critical essays

This thesis comprises a book-length creative work accompanied by a set of essays. It explores how poetry might bring together spiritual and scientific discourses, focusing primarily on philosophical Daoism (Taoism) and contemporary physics. Systems theory (the science of complex and self-organising systems) is a secondary focus of the creative work and is used metaphorically in theorising the writing process. The creative work, “A coat of ashes”, is chiefly concerned with the nature of being. It asks, “What is?”, “What am I?” and, most urgently, “What matters?”. To engage with these questions, it opens a space in which voices expressing scientific and spiritual worldviews may be heard on equal terms. “A coat of ashes” contributes a substantial number of poems to the small corpus of Daoist-influenced poetry in English and adds to the larger corpus of poetry engaging with the sciences. The poems are offset by a metafictional narrative, “The Dream”, which may be read as an allegory of the writing journey and the struggle to combine discourses. The four essays articulate the poetics of “A coat of ashes” by addressing its context, themes, influences, methodology and compositional processes. They contribute to both literary criticism and writing theory. Like the creative work, they focus on dialogues between rationalist or scientific discourses and subjective or spiritual ones. The first essay, “An introduction”, discusses the thesis itself: its rationale, background, components, limitations and implications. The second, “Singing the quantum”, reviews scholarship discussing the influence of physics on poetry, then examines figurative representations of physics concepts in selected poems by Rebecca Elson, Cilla McQueen and Frederick Seidel. These poems illustrate how contemporary poetry can interpret scientific concepts in terms of subjective human concerns. The third essay, “Let the song be bare”, discusses existing Daoist poetry criticism before considering Daoist influences in the poetry of Ursula K. Le Guin, Randolph Stow and Judith Wright. These non-Indigenous poets with a strong awareness of the sciences have, by adopting Daoist-inflected senses of the sacred, been able to articulate the tension engendered by their problematic relationships with colonised landscapes. Moreover, the changing aesthetic of Wright’s later poetry reflects a struggle between Daoist quietism and European lyric commentary. The final essay, “Animating the ash”, reflects on the process of writing poetry, using examples from “A coat of ashes” to construct a theoretical synthesis based on Daoism, systems theory and contemporary poetics. It proposes a novel way to characterise the nature and emergence of the hard-to-define quality that makes a poem a poem. This essay also discusses some of the Daoist and scientific motifs that occur in the creative work. As a whole, this project highlights the potential of both the sciences and the more ancient ways of knowing — when seen in each other’s light — to help us apprehend the world’s material and metaphysical nature and live harmoniously within it