Great point, Cristina. You are right. Terms need to be timely.
An example: for the formal and informal elementary and secondary education
terminology, two of the terms we had selected, based on wide usage, have
recently been placed in secondary status. The reason? New science standards
for the US, which are currently in the adoption process, no longer consider
those processes at the forefront. We will still use those terms, but with
the understanding that they are not impacting standards-driven practice.
Lucinda
On Mon, Oct 14, 2013 at 1:24 AM, cristina miranda <
cristinamiranda.de@gmail.com> wrote:
> Hi Lucinda and all,
>
> Thank you Lucinda for your words. Constructing a list of
> apparently-shared-words-that-**do-not-quite-mean-the-same-to-**each-agent
> is an extraordinary step and highly useful to start to dialog around
> perception of meanings from different perspectives. It also links to the
> previous comments in this debate, for example, the focus on the concept of
> abstration that raises different views, as an indication that probably
> there is not a shared definition.
> However, we cannot forget that in addition to the division between worlds
> there is a division in relation to time perspectives. Any language is a
> consensus that relates to a particular moment, a living and complex tool
> that changes.
> Therefore, I can imagine that many concepts on this list that you are
> preparing will need to be updated at different moments. I suggest that this
> essential list needs to be periodically updated to avoid the risk of
> petrifying meaning according to one unique time perspective even if it
> incorporates different world views, from art and science, from different
> agents and in an inclusive way.
>
> Hope it is an usuful reflection,
>
> Cheers!
>
> Cristina
>
> El 14/10/13 01:21, Lucinda Presley escribió:
>
>> Cristina -
>>
>> You have made an outstanding observation! This is exactly what we have
>> been
>> talking about for K-12 and museums......how can we develop a common,
>> shared
>> language that helps bridge the divisions. We have a US collaborative that
>> is working on a list of words that are used both in the art and science
>> worlds, but that are perceived by the different worlds from differing
>> perspectives. We hope that talking about these terms can facilitate
>> dialogue between art, science, engineering, and design. This dialogue, we
>> hope, can develop shared understandings.
>>
>> I also agree that an important first objective is developing strategies to
>> bridge these divides. We welcome any strategies that have been used to
>> address this.
>>
>> Cheers to you.
>>
>> Lucinda
>>
>>
>> On Wed, Oct 9, 2013 at 3:37 PM, cristina miranda <
>> cristinamiranda.de@gmail.com> wrote:
>>
>> Thank you for your comments Lucinda Presley, and please forgive me for
>>> the
>>> late reply. But probably the fact that this reply is late gave me the
>>> chance to have a better perspective of the debate. In this sense, I would
>>> like to come back for the question you posed: How can we find ways for
>>> "/higher education, pre-university (formal elementary and secondary
>>> education), and museums to share successful strategies and lessons
>>> learned
>>> in creating intersections, especially among faculty, administrators,
>>> museum
>>> visitors, and funders? As I understood this shared strategies could be
>>> valuable to "demonstrate the impact of cross-disciplinary learning on
>>> student and museum visitor innovation thinking skills/".
>>>
>>> In this sense, it would be good to be able to recover and reflect on all
>>> the elements that conform the experiences of sharing at different levels.
>>> It is not the same the level of sharing of experiences between faculty
>>> and
>>> students and between adminstrators and funders. The points of view on the
>>> subject are totally different, what hinders in-depth dialogue understood
>>> as
>>> a unique process. Usually at university level dialogue is blocked due to
>>> different reasons (power struggles, coorporativism, etc) and
>>> dissemination
>>> of experiences suffers. Seldom we can see an attitude of free 'sharing'
>>> of
>>> experiences in universities. If there is lack of dialogue even in
>>> relation
>>> to peers in departments how can we expect trans-disciplinary dialogue
>>> without trying to provoke a change of attitude (at the level of
>>> understanding of the need to dialogue) first? Maybe what is needed is a
>>> Trans-disciplinar Sharing Literacy Process that focuses in all agencies
>>> involved from bottom-up to top levels, from peers to power agents.
>>>
>>> Thank you!
>>>
>>> Cristina Miranda de Almeida
>>>
>>>
>>> El 06/10/13 19:01, Lucinda Presley escribió:
>>>
>>> These are great suggestions, Christina, and very important to implement,
>>>> not only in higher education, but also in pre-university (formal
>>>> elementary
>>>> and secondary) education and in museums. You are right-on in pointing to
>>>> the importance of knowledge transfer, research, and cross-disciplinary
>>>> dialogue.
>>>>
>>>> It would be beneficial to find ways for higher education, pre-university
>>>> (formal elementary and secondary education), and museums to share
>>>> successful strategies and lessons learned in creating these
>>>> intersections,
>>>> especially among faculty, administrators, museum visitors, and funders.
>>>> Sharing strategies that demonstrate the impact of cross-disciplinary
>>>> learning on student and museum visitor innovation thinking skills also
>>>> would be valuable. Bob Root-Bernstein, who is the white paper's
>>>> co-author,
>>>> is conducting research on studies that have been conducted at this
>>>> intersection in pre-university (formal elementary and secondary
>>>> education)
>>>> and museums.
>>>>
>>>> We welcome any studies, data, successes, lessons learned, and best
>>>> practices that demonstrate the effectiveness of the arts/STEM
>>>> intersections, especially as they relate to the important innovation
>>>> thinking skills that are listed in the study.
>>>>
>>>> Lucinda
>>>>
>>>> Lucinda Presley
>>>> Executive Director, Institute where Creativity Empowers Education (ICEE)
>>>> Success
>>>>
>>>>
>>>>
>>>>
>>>> On Sun, Oct 6, 2013 at 4:20 AM, cristina miranda <
>>>> cristinamiranda.de@gmail.com> wrote:
>>>>
>>>> Dear all,
>>>>
>>>>> Thank you Roger and all for this great subject of debate. Thinking on
>>>>> the
>>>>> question of 'what suggestions do you have to begin an introduction of
>>>>> these
>>>>> skills into your realm?' and being linked to the intersection between
>>>>> art +
>>>>> architecture + digital culture fields I suggest:
>>>>> 1) Transferring processes of knowledge creation: creating knowledge
>>>>> transferring structures at pre-university and university levels. In
>>>>> concrete to create more opportunities (dialogue spaces and structures,
>>>>> such
>>>>> as online platforms, inside the university for cross fertilization) to
>>>>> foster trans-disciplinary learning between art and science and
>>>>> technology.
>>>>> This will enable skills such as those mentioned by the authors,
>>>>> "observing,
>>>>> imaging and visualization, abstracting, pattern recognition and pattern
>>>>> invention, analogizing, dimensional thinking, modeling, body or
>>>>> kinesthetic
>>>>> thinking, manual dexterity, familiarity with tools, transforming data
>>>>> into
>>>>> visual or graphical forms, converting theories into mechanical
>>>>> procedures,
>>>>> and understanding data and experiments kinesthetically and
>>>>> empathetically",
>>>>> and that are currently developed in Art, to be fully integrated in
>>>>> STEM,
>>>>> but counting on Art to develop this process together with other
>>>>> disciplines.
>>>>>
>>>>> 2) Researching together: creating trans-disciplinary funding structures
>>>>> for research that include art at the same level, not only as
>>>>> 'illustrators';
>>>>>
>>>>> 3) Undertanding each other: teaching university students how to
>>>>> dialogue
>>>>> across disciplines.
>>>>>
>>>>> Hope this is useful,
>>>>>
>>>>> Best,
>>>>>
>>>>> Cristina Miranda de Almeida
>>>>> Departmento de Arte y Tecnología, UPV/EHU
>>>>> Research Programme Digital Culture, IN3/UOC
>>>>>
>>>>> El 06/10/13 05:31, roger malina escribió:
>>>>>
>>>>> yasminers
>>>>>
>>>>> here is an initial discussion
>>>>>>
>>>>>> roger
>>>>>>
>>>>>>
>>>>>> SEAD DISCUSSION:
>>>>>>
>>>>>> In ongoing studies, Robert and Michelle Root-Bernstein have found that
>>>>>> more than 80% of scientists and engineers surveyed say that arts and
>>>>>> crafts education should be a required aspect of STEM education. The
>>>>>> authors point out it is arts and crafts experiences that gave these
>>>>>> scientists and engineers the thinking skills that led to their
>>>>>> success. These skills include: "observing, imaging and visualization,
>>>>>> abstracting, pattern recognition and pattern invention, analogizing,
>>>>>> dimensional thinking, modeling, body or kinesthetic thinking, manual
>>>>>> dexterity, familiarity with tools, transforming data into visual or
>>>>>> graphical forms, converting theories into mechanical procedures, and
>>>>>> understanding data and experiments kinesthetically and
>>>>>> empathetically". These thinking skills can be fostered in formal and
>>>>>> informal experiences, the authors point out. The most potent effect
>>>>>> comes, they say, in extended and persistent exposure to the art or
>>>>>> craft over a period of years.
>>>>>>
>>>>>> They add, however, that research shows that only the following skills
>>>>>> were included in science textbooks above the 8th grade level:
>>>>>> observing, analogizing, modeling, and patterning. Many of the other
>>>>>> skills are not included in the traditional STEM textbooks at all.
>>>>>>
>>>>>> Their suggestions include: informing all stakeholders of the
>>>>>> importance of arts and crafts education to STEM education; providing
>>>>>> continuous arts and crafts education from "childhood to maturity";
>>>>>> making these experiences available across the socio-economic spectrum
>>>>>> in both formal and informal settings; emphasizing imagination,
>>>>>> knowledge transfer, and the inventing process in arts and crafts
>>>>>> education; and providing further research into these areas.
>>>>>>
>>>>>> Based on the findings of this study and the national need for these
>>>>>> vital innovation thinking skills, what suggestions do you have to
>>>>>> begin an introduction of these skills into your realm?
>>>>>>
>>>>>> Lucinda Presley, Robert and Michele Root Bernstein
>>>>>>
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--
Lucinda Presley
Director
ICEE Success*
Institute where Creativity Empowers Education Success*
lucinda.presley@gmail.com
903-530-9019
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