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

CFHTLenS: Co-evolution of galaxies and their dark matter haloes

Galaxy-galaxy weak lensing is a direct probe of the mean matter distribution around galaxies. The depth and sky coverage of the CFHT Legacy Survey yield statistically significant galaxy halo mass measurements over a much wider range of stellar masses ($10^{8.75}$ to $10^{11.3} M_{\odot}$) and redshifts ($0.2 < z < 0.8$) than previous weak lensing studies. At redshift $z \sim 0.5$, the stellar-to-halo mass ratio (SHMR) reaches a maximum of $4.0\pm0.2$ percent as a function of halo mass at $\sim 10^{12.25} M_{\odot}$. We find, for the first time from weak lensing alone, evidence for significant evolution in the SHMR: the peak ratio falls as a function of cosmic time from $4.5 \pm 0.3$ percent at $z \sim 0.7$ to $3.4 \pm 0.2$ percent at $z \sim 0.3$, and shifts to lower stellar mass haloes. These evolutionary trends are dominated by red galaxies, and are consistent with a model in which the stellar mass above which star formation is quenched "downsizes" with cosmic time. In contrast, the SHMR of blue, star-forming galaxies is well-fit by a power law that does not evolve with time. This suggests that blue galaxies form stars at a rate that is balanced with their dark matter accretion in such a way that they evolve along the SHMR locus. The redshift dependence of the SHMR can be used to constrain the evolution of the galaxy population over cosmic time.Comment: 18 pages, MNRAS, in pres

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

CFHTLenS: co-evolution of galaxies and their dark matter haloes

Galaxy-galaxy weak lensing is a direct probe of the mean matter distribution around galaxies. The depth and sky coverage of the Canada-France-Hawaii Telescope Legacy Survey yield statistically significant galaxy halo mass measurements over a much wider range of stellar masses (108.75 to 1011.3 M⊙) and redshifts (0.2<z<0.8) than previous weak lensing studies. At redshift z∼0.5, the stellar-to-halo mass ratio (SHMR) reaches a maximum of 4.0±0.2 per cent as a function of halo mass at ∼1012.25 M⊙. We find, for the first time from weak lensing alone, evidence for significant evolution in the SHMR: the peak ratio falls as a function of cosmic time from 4.5±0.3 per cent at z∼0.7 to 3.4±0.2 per cent at z∼0.3, and shifts to lower stellar mass haloes. These evolutionary trends are dominated by red galaxies, and are consistent with a model in which the stellar mass above which star formation is quenched ‘downsizes' with cosmic time. In contrast, the SHMR of blue, star-forming galaxies is well fitted by a power law that does not evolve with time. This suggests that blue galaxies form stars at a rate that is balanced with their dark matter accretion in such a way that they evolve along the SHMR locus. The redshift dependence of the SHMR can be used to constrain the evolution of the galaxy population over cosmic tim

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