Ocean literacies: the promise of regional approaches integrating ocean histories and psychologies

The current concept of ocean literacy reflects a prerequisite for achieving ocean sustainability. Existing ocean literacy reflects a fundamentally western view of oceans that works in tension with ocean literacy goals. Although ocean literacy practitioners and researchers are, laudably, starting to incorporate Indigenous knowledges and perspectives from BIPOC communities, attention to historical change continues to be left out of ocean literacy, to the detriment of ocean literacy goals. This article points out that, given the reality that human-ocean relationships have changed over time, and differed among cultural groups in the past as well as in the present, ocean literacy needs to incorporate ocean history at a foundational level. Because there are historical differences in human relationships with oceans, it stands to reason that regional ocean literacies must be more effective than a universal and timeless ocean literacy framework. Following the logical efficacy of a regional approach to ocean literacy, this article further argues that regional ocean literacies should involve the systematic inclusion of emotional elements. Regional ocean literacies should be constructed through knowledge co-production, involving diverse types of expertise, knowledge and actors to produce context-specific knowledge and pathways towards a sustainable future. To fully exploit the potential of ocean literacy, there is a need for the UN Ocean Decade to work towards regional and place-based approaches that incorporate history as well as culture in an iterative and collaborative process involving diverse types of expertise, knowledge and actors

Ocean literacy and public humanities

This paper frames a series of contributions that both argue for the need to integrate the humanities into ocean literacy and stewardship and provide examples of public humanities projects that contribute to this goal. This introductory piece examines the history of the development and subsequent international adoption of ocean literacy principles, then analyzes the content of the ocean literacy framework to reveal that the humanities and arts are largely absent. Ocean history, or couched more broadly, the “blue humanities,” can enrich the goals and achievements of ocean literacy. The existence of the ocean literacy framework, and particularly its grassroots origin and culture, invites humanists to contribute to the much-needed project of historicizing our human relationship with the ocean. If we hope to address present environmental challenges, the humanities must complement the science, technology, engineering, and math (STEM) and policy foci of existing articulations of ocean literacy. The public humanities and arts stand to contribute importantly to addressing this lacuna, in part because ocean literacy is aimed at public audiences rather than specialists or academic groups. The urgency of ocean-related environmental challenges heightens the need for humanists to become involved, because ocean literacy must be taught not only through traditional educational institutions but to all members of the global community

Oceans and Origins: Oregon State University and Oceanography in the Twentieth Century

A collection of articles on the origins and early years of oceanography at OSU

Redes y medios de transporte en el desarrollo de expediciones científicas en Argentina (1850-1910) Transportation networks and means in the development of scientific expeditions in Argentina (1850-1910)

Examina la relación entre el avance en las tecnologías del transporte y el desarrollo de las expediciones de carácter científico entre fines del siglo XIX y principios del siglo XX en Argentina. Se muestra cómo la expansión a escala nacional de la red de ferrocarriles impactó en el desarrollo de las prácticas en el terreno, ampliando el acceso a sitios distantes de las instituciones científicas ubicadas en Córdoba, Buenos Aires y La Plata, simplificando el movimiento de equipamiento, colecciones y personal. Se toman como ejemplo las expedicións realizadas por Hermann Burmeister (1857-1860), por los científicos de la Academia Nacional de Ciencias de Córdoba y las exploraciones arqueológicas en las provincias del noroeste organizadas por instituciones científicas con sede en Buenos Aires y La Plata.<br>The article explores the relation between the advance of transportation technology and the development of scientific expeditions between the late nineteenth and early twentieth centuries in Argentina. Expansion of the railway network on a national scale impacted the development of the earth sciences by facilitating access to distant places by scientific institutions located in Córdoba, Buenos Aires, and La Plata and also by simplifying the movement of equipment, scientific collections, and personnel. Hermann Burmeister's expedition (1857-60), expeditions by scientists from the Academia Nacional de Ciencias de Córdoba, and archeological digs in the northwestern provinces, organized by scientific institutions headquartered in Buenos Aires and La Plata, serve as examples

The return of the Phoenix: the 1963 International Congress of Zoology and American zoologists in the twentieth century

This paper examines the International Congress of Zoology held in Washington D.C. in 1963 as a portrait of American zoologists’ search for effective and rewarding relationships with both each other and the public. Organizers of the congress envisioned the congress as a last ditch effort to unify the disparate subdisciplines of zoology, overcome the barriers of specialization, and ward off the heady claims of more reductionist biologists. The problems zoologists faced as they worked to fulfill these ambitious goals illuminate some of the challenges faced by members of the naturalist tradition as they worked to establish disciplinary unity while seeking public support in the competitive world of twentieth century science

Delaying surgery for patients with a previous SARS-CoV-2 infection

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