Chapter 4- Advancing an Approach of Resilient Design for Learning by Designing for Extensibility, Flexibility, and Redundancy

The impact of the COVID-19 crisis on educational systems requires actors across those systems to develop adaptive capacity and embed resilient thinking into approaches and frameworks for decision-making and design (DeVaney & Quintana, 2020). Events surrounding the COVID-19 crisis have set off a period of rapid adaptation across the higher-education ecosystem and have necessitated that educators consider new pedagogical approaches and frameworks that are responsive to the changes we are witnessing in our contexts of teaching and learning (Chraa et al., 2020; Donovan, 2020; Moorhouse, 2020; Quintana & Quintana, 2020; Zhu & Liu, 2020)

Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction

Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction

Geocentrism vs genocentrism: theories without metaphors, metaphors without theories

International audienceThrough the comparison between two major, long-lasting theoretical frameworks-geocentrism and genocentrism-we discuss the different epistemological role played by metaphors in physics and biology. Throughout its history, physics developed theories and mathematical formalisms, which either do not seem to rely on metaphors at all (as geocentrism) or have absorbed initial thrusting metaphors into original theoretical frameworks. When considering genocentrism, in turn, the situation looks different. For some authors, genocentric theories are not metaphorical, but for opposite reasons with respect to geocentrism: pivotal concepts of information theories are straightforwardly imported as theoretical ones into biology. For others, the reference to information in genocentrism is indeed metaphorical, although the similarities and dissimilarities are not spelt out. Some problematic consequences of the application of genocentrism to biology are discussed