{"title":"Connecting artfully in the context of the emerging climate crisis","authors":"Paula Aamli","doi":"10.1080/09650792.2022.2076139","DOIUrl":null,"url":null,"abstract":"ABSTRACT The climate crisis is not (merely) a problem of science but also, pre-eminently, a moral and ethical one. Humans alive today are the first with overwhelming data that our modern, industrialised, high-carbon-consumption ways of living threaten the biosphere we depend on, and perhaps the last with meaningful opportunity to avert climate disaster. However, knowing how to act is not straightforward. This crisis requires the application of our scientific ingenuity and also that we build our individual and collective psychological, emotional and moral responsiveness. Whilst not replacing technological innovations or political reform, there is a vital role for artful actions that locate and re-connect us, to ourselves, to our context-in-nature, to each other. In artful action attentiveness to the subjective, committed personal experience is fundamental and so artful inquiry often begins with first person work, which can then be adapted to address communal concerns. In this article I present outcomes from a sustained cycle of first-person inquiry, which used a structured framework of walking and ‘compressed writing’ that I term poetic charting. My aspiration is to develop simple exercises that might support an ethic of connectedness and participation for moral action appropriate to the challenges facing the present climate breakdown generation/s.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"30 1","pages":"550 - 568"},"PeriodicalIF":0.8000,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Action Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09650792.2022.2076139","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT The climate crisis is not (merely) a problem of science but also, pre-eminently, a moral and ethical one. Humans alive today are the first with overwhelming data that our modern, industrialised, high-carbon-consumption ways of living threaten the biosphere we depend on, and perhaps the last with meaningful opportunity to avert climate disaster. However, knowing how to act is not straightforward. This crisis requires the application of our scientific ingenuity and also that we build our individual and collective psychological, emotional and moral responsiveness. Whilst not replacing technological innovations or political reform, there is a vital role for artful actions that locate and re-connect us, to ourselves, to our context-in-nature, to each other. In artful action attentiveness to the subjective, committed personal experience is fundamental and so artful inquiry often begins with first person work, which can then be adapted to address communal concerns. In this article I present outcomes from a sustained cycle of first-person inquiry, which used a structured framework of walking and ‘compressed writing’ that I term poetic charting. My aspiration is to develop simple exercises that might support an ethic of connectedness and participation for moral action appropriate to the challenges facing the present climate breakdown generation/s.
期刊介绍:
Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.