Sights and signs of transdisciplinarity: Disrupting disciplines through art and science inquiry

Thesis advisor: Jon M. WargoRecent critical literature on science and art education highlights a shift from engagement with disciplinary canons toward expansive, equity-oriented disciplinarity. Efforts to integrate the science and art disciplines, especially under the acronym STEAM (Science, Technology, Engineering, Art and Math), have not sufficiently engaged with such within-discipline critique. Left unchallenged, proposals for disciplinary integration cannot meet the transformative potential to which they aspire. Therefore, this 3-paper dissertation adopts an anti-colonial lens to explore conceptualizations of art and science inter- and transdisciplinarity as a collection of interconnected stories of disciplinary reimaginings. Drawing from multiple theories and methods, this dissertation aims to demonstrate the possibilities of transdisciplinarity conceptually, methodologically, practically, and personally. The first paper critically examines current discourse trends that mention transdisciplinarity efforts in K-12 schools, specifically in curricular activity that seeks to expand science learning through the arts. It offers a critique against flattened ways of being and knowing present in schooling and aims to put forward considerations for critical and creative transdisciplinary curriculum development. The second paper presents a vertical case study that investigates how the purposes of art and science transdisciplinarity are defined by multi-level actors: from the macro national and city policy level to that at the microlevel of an art and science museum. Using critical discourse analysis alongside Bakhtin’s concepts of centrifugal and centripetal forces, this study identifies how the purpose of transdisciplinary learning is reproduced and reimagined through discourse at multiple scales. Tensions arose in the pull of how transdisciplinarity was conceptualized, particularly between board members and staff who felt different responsibilities for aligning with national discourse. Finally, the third paper is an autoethnographic study weaving together personal narrative, theory in the arts and cultural studies, and student work from one summer art and science program. Grappling with the art/science disciplinary dichotomy, this last paper troubles framings of the human-nature divide through material inquiry into place. In the discourse of critique and iterative making, the class community follows one student’s movement in a relational encounter with an ant as a disruption of enduring dualisms that signify Cartesian logic.Thesis (PhD) — Boston College, 2022.Submitted to: Boston College. Lynch School of Education.Discipline: Teacher Education, Special Education, Curriculum and Instruction

Observation of light echoes around very young stars

The goal of the paper is to present new results on light echoes from young stellar objects. Broad band CCD images were obtained over three months at one-to-two week intervals for the field of NGC 6726, using the large field-of-view remotely-operated telescope on top of Cerro Burek. We detected scattered light echoes around two young, low-amplitude, irregular variable stars. Observations revealed not just one, but multiple light echoes from brightness pulses of the T Tauri star S CrA and the Herbig Ae/Be star R CrA. Analysis of S CrA's recurring echoes suggests that the star is located 138 +/- 16 pc from Earth, making these the closest echoes ever detected. The environment that scatters the stellar light from S CrA is compatible with an incomplete dust shell or an inclined torus some 10,000 AU in radius and containing $\sim$ $2 \times 10^{-3}$ M_{\sun} of dust. The cause of such concentration at $\sim$ 10,000AU from the star is unknown. It could be the remnant of the envelope from which the star formed, but the distance of the cloud is remarkably similar to the nominal distance of the Oort cloud to the Sun, leading us to also speculate that the dust (or ice) seen around S CrA might have the same origin as the Solar System Oort cloud.Comment: A&A, in press Received: 16 March 2010 / Accepted: 01 June 201

Physical properties of Centaur (60558) 174P/Echeclus from stellar occultations

The Centaur (60558) Echeclus was discovered on March 03, 2000, orbiting between the orbits of Jupiter and Uranus. After exhibiting frequent outbursts, it also received a comet designation, 174P. If the ejected material can be a source of debris to form additional structures, studying the surroundings of an active body like Echeclus can provide clues about the formation scenarios of rings, jets, or dusty shells around small bodies. Stellar occultation is a handy technique for this kind of investigation, as it can, from Earth-based observations, detect small structures with low opacity around these objects. Stellar occultation by Echeclus was predicted and observed in 2019, 2020, and 2021. We obtain upper detection limits of rings with widths larger than 0.5 km and optical depth of $\tau$ = 0.02. These values are smaller than those of Chariklo's main ring; in other words, a Chariklo-like ring would have been detected. The occultation observed in 2020 provided two positive chords used to derive the triaxial dimensions of Echeclus based on a 3D model and pole orientation available in the literature. We obtained $a = 37.0\pm0.6$ km, $b = 28.4 \pm 0.5$ km, and $c= 24.9 \pm 0.4$ km, resulting in an area-equivalent radius of $30.0 \pm 0.5$ km. Using the projected limb at the occultation epoch and the available absolute magnitude ($\rm{H}_{\rm{v}} = 9.971 \pm 0.031$), we calculate an albedo of $p_{\rm{v}} = 0.050 \pm 0.003$. Constraints on the object's density and internal friction are also proposed.Comment: Corrected and typeset versio

Physical properties of Centaur (60558) 174P/Echeclus from stellar occultations

peer reviewedThe Centaur (60558) Echeclus was discovered on 2000 March 03, orbiting between the orbits of Jupiter and Uranus. After exhibiting frequent outbursts, it also received a comet designation, 174P. If the ejected material can be a source of debris to form additional structures, studying the surroundings of an active body like Echeclus can provide clues about the formation scenarios of rings, jets, or dusty shells around small bodies. Stellar occultation is a handy technique for this kind of investigation, as it can, from Earth-based observations, detect small structures with low opacity around these objects. Stellar occultation by Echeclus was predicted and observed in 2019, 2020, and 2021. We obtain upper detection limits of rings with widths larger than 0.5 km and optical depth of τ = 0.02. These values are smaller than those of Chariklo's main ring; in other words, a Chariklo-like ring would have been detected. The occultation observed in 2020 provided two positive chords used to derive the triaxial dimensions of Echeclus based on a 3D model and pole orientation available in the literature. We obtained a = 37.0 ± 0.6 km, b = 28.4 ± 0.5 km, and c = 24.9 ± 0.4 km, resulting in an area-equivalent radius of 30.0 ± 0.5 km. Using the projected limb at the occultation epoch and the available absolute magnitude (Hv= 9.971 +- 0.031), we calculate an albedo of pv = 0.050 ± 0.003. Constraints on the object's density and internal friction are also proposed

Regeneration with Melita Morales

May 20 hosted the eighth and final conversation in the Regeneration series with Melita Morales, an artist, educator, and researcher focused on implementing transdisciplinarity and decolonial practices in learning environments. Take a look at this document with resources that were mentioned during the conversation to further your learning. During her presentation, Melita revisited the topics of the previous Regeneration sessions, weaving their themes together through an exploration of “regenerative knowledge in learning and education.” Her talk became an inspiring example of transdisciplinary thinking in and of itself: Melita connected ideas from scholars, scientists, artists and researchers from a diverse range of identities and fields of study to showcase the possibilities of a pluriversal world. Melita explained how the four epistemicides of the 16th century— the takeover of territory from Muslims and Jews in the Iberian Peninsula, the colonial take over of America, the development of the transatlantic slave trade, and the burning of Indo-European women— resulted in a narrowing of knowledge and “expertise” that favors a single perspective in the westernized university. This mass destruction of knowledge and ways of being engendered the discipline-focused, hierarchical western education systems we have today, where science and objectivity is valued and art and subjectivity is not. Naturally, disciplinarity does not exist for us as children— science exists intertwined with art and is experienced in everyday life. But in today’s dominating learning environments, “students have minimal opportunities to connect what they learn to their real worlds and communities.” Melita explained that the division of disciplines does not serve us. It limits our capacity to learn and prevents us from building regenerative knowledge. We need to shift how we value various fields of study and ways of knowing and critique the organizational hierarchy and structure of learning.Melita concluded by asking a series of questions: “What worlds, what ways of being, are written through our work that can exceed the bounds of what is valued in a western knowledge system? What sort of relationships to each other and the more than human world does this art/science/innovation set into play? How can we restore the false binary of art-science through the projects we undertake?” Melita encouraged us to imagine a world beyond disciplinarily by sparking unique collaborations and exploring polylithic knowledge in our own creative practices. She said, “When we speak about knowledge, we speak about worlds.

PLAYING TOWARD MULTIPLICITY: DISORIENTING INTRA-ACTIONS WITH MATERIALS & LEARNING IN AN ESCAPE ROOM

In this paper, we follow the co-constitutive material-participant relationships that propel action in escape room play, particularly how they open and close paths for learning. We focus on how learning is organized in one escape room game, The Author’s Enigma, as intertwined with conversations on play and learning to consider the relational values and ideologies that appear through more-than-human encounters. We contribute a critical (new) materialist draw toward material-participant intra-actions to notice the production of narrowed messages, as well as openings that lead toward multiplicity. Thinking-with-theory; we take up Ahmed’s (2006) concepts of orientation and disorientation to consider objects’ arrivals and their not-yet-presence. We also move with Barad’s (2003) concept of intra-action, perceiving more-than-human actors as ‘matter-in-the-process-of-becoming’. Following a conch shell as a vibrant material in the ecology of escape, we trace participants and the shell through moments of intra-action across escape play. We detail the communicative forms produced through material intra-actions as both open and closed, while producing resonant logics with players in the room. We discuss implications for: 1) game-based approaches to education; 2) disruption to assimilative lenses for sensing and supporting learning; and 3) valuing particular relational arrangements with materials