Environmental education and the issue of nature

Much official environmental education policy in the UK and elsewhere makes scant reference to nature as such, and the issue of our underlying attitude towards it is rarely addressed. For the most part such policy is preoccupied with the issue of meeting ‘sustainably’ what are taken to be present and future human needs. This paper considers a range of issues posed by this anthropocentric approach and will explore the view that environmental education -- indeed any education -- worthy of the name needs to bring a range of searching questions concerning nature to the attention of learners, and to encourage them to develop their own on-going responses to them. It is argued that our present environmental predicament not only provides an exciting opportunity to re-focus education on the issue of our relationship to nature, but positively requires the exploration of this issue for its long term resolution. Extensive implications for the curriculum and the culture of the school are raised

Systemic wisdom, the 'selving' of nature, and knowledge transformation: education for the 'greater whole'

Considerations arising in the context of burgeoning concerns about the environment can provoke an exploration of issues that have significance both for environmental education in particular and education more generally. Notions of the ‘greater whole’ and ‘systemic wisdom’ that feature in some strands of environmental discourse are a case in point. It is argued that interpretations of these notions arising in currently influential scientific and systems thinking understandings of nature that attempt to overcome a corrosive separation of humankind and nature through a dilution or dismissal of the distinction between the human and non-human, self and other, require critical evaluation if they are not to bring their own dangers. Merleau-Pontian understandings of object constitution in a subjectively informed life-world and ideas of the ‘selving’ of natural things are drawn upon in developing a non-discursively grounded interpretation of systemic wisdom. The latter is taken to raise questions that have considerable transformative potential for conventional views of knowledge and its curriculum organisation

Anomaly detection for machine learning redshifts applied to SDSS galaxies

We present an analysis of anomaly detection for machine learning redshift estimation. Anomaly detection allows the removal of poor training examples, which can adversely influence redshift estimates. Anomalous training examples may be photometric galaxies with incorrect spectroscopic redshifts, or galaxies with one or more poorly measured photometric quantity. We select 2.5 million 'clean' SDSS DR12 galaxies with reliable spectroscopic redshifts, and 6730 'anomalous' galaxies with spectroscopic redshift measurements which are flagged as unreliable. We contaminate the clean base galaxy sample with galaxies with unreliable redshifts and attempt to recover the contaminating galaxies using the Elliptical Envelope technique. We then train four machine learning architectures for redshift analysis on both the contaminated sample and on the preprocessed 'anomaly-removed' sample and measure redshift statistics on a clean validation sample generated without any preprocessing. We find an improvement on all measured statistics of up to 80% when training on the anomaly removed sample as compared with training on the contaminated sample for each of the machine learning routines explored. We further describe a method to estimate the contamination fraction of a base data sample.Comment: 13 pages, 8 figures, 1 table, minor text updates to macth MNRAS accepted versio

A counterfactual study of the Charge of the Light Brigade

We use a mathematical model to perform a counterfactual study of the 1854 Charge of the Light Brigade. We first calibrate the model with historical data so that it reproduces the actual charge’s outcome. We then adjust the model to see how that outcome might have changed if the Heavy Brigade had joined the charge, and/or if the charge had targeted the Russian forces on the heights instead of those in the valley. The results suggest that all of the counterfactual attacks would have led to heavier British casualties. However, a charge by both brigades along the valley might plausibly have yielded a British victory

Environmental Consciousness, Sustainability, and the Character of Philosophy of Education

This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of $\textit{nature}$ understood as the ‘self-arising’. Nature, so conceived, is essentially $\textit{other}$ and is epistemologically mysterious, possessing its own normativity, agency, and intrinsic value. As such, engagement with nature presents opportunities for consciousness quintessentially to go beyond itself, to be inspired and refreshed, and to receive non-anthropogenic standards in the form of intimations of what is fitting and what is not. It will be argued that these are fundamental to the orientation of human being, providing primordial intimations of the nature of reality and truth. Given their centrality to the idea of a person’s becoming educated, the elucidation of these and the issues to which they give rise must be central to the philosophy of education and in this sense it becomes deeply ecological

Thinking and understanding in the primary school curriculum

This thesis addresses certain a ects of the issue of what it is to develop children's thinking and understanding with particular reference to primary education, and against the backdrop of the National Curriculum. It begins by identifying some of the professional responsibilities of teachers in this area and some of the judgments that they have to make in the course of their practice. Some of the pr blematic assumptions which underlie commonly held responses to the issues these judments raise are set out. The relationship between the development of thinking and understanding and other aspects of human life such as action and emotion are also given some preliminary discussion. \ud The middle sections of the thesis explore and refine in a more theoretically systematic way some of the central issues previously raised by considering insights which have arisen in the context of two broad and contrasting perspectives - loosely termed "rationalist" and "existentialist" respectively. The conceptions of thinking and understanding that each of these emphasise and their broad curriculum implications are developed. It is argued that as well as suggesting certain basic dimensions to thinking - the "calculative", the "authentic" and the "poetic" (distinctions taken originally from Martin Heidegger) - the considerations raised by these views need to some extent to be interwoven if an adequate account of what it is to develop children's th nking and understanding s to be achieved \ud In the final part of the thesis m re specific issues relating to the structuring and assessment of children s learning, and central aspects of the relationship between teacher and pupil n primary education, are explored in the light of previous analyss. Certain aspects of the National Curriculum at the primary stage of education are considered and some critical evaluation f some of its main features is offered. \u

Guiding a Human Follower with Interaction Forces: Implications on Physical Human-Robot Interaction

This work challenges the common assumption in physical human-robot interaction (pHRI) that the movement intention of a human user can be simply modeled with dynamic equations relating forces to movements, regardless of the user. Studies in physical human-human interaction (pHHI) suggest that interaction forces carry sophisticated information that reveals motor skills and roles in the partnership and even promotes adaptation and motor learning. In this view, simple force-displacement equations often used in pHRI studies may not be sufficient. To test this, this work measured and analyzed the interaction forces (F) between two humans as the leader guided the blindfolded follower on a randomly chosen path. The actual trajectory of the follower was transformed to the velocity commands (V) that would allow a hypothetical robot follower to track the same trajectory. Then, possible analytical relationships between F and V were obtained using neural network training. Results suggest that while F helps predict V, the relationship is not straightforward, that seemingly irrelevant components of F may be important, that force-velocity relationships are unique to each human follower, and that human neural control of movement may affect the prediction of the movement intent. It is suggested that user-specific, stereotype-free controllers may more accurately decode human intent in pHRI

Catching children as they fall : mental health promotion in residential child care in East Dunbartonshire

This article will outline the first years of a joint project to develop a dedicated mental health service for looked after and accommodated children, which was developed between residential child care managers in East Dunbartonshire and the North Glasgow Community Adolescent Mental Health (CAMH) team. It will start by describing the events that led up to the setting of the project, and go on to outline the project itself. It will conclude with a discussion of some of the philosophical underpinnings of the project and suggestions for future developments