Designing Education for Eco-Social–Cultural Change
Bibliographic record
Abstract
Abstract This paper involves the unlikely partnering of a designer/design educator and an environmental philosopher of education as they consider together pedagogical responses to the metacrisis. It will begin with an exploration of some recent research that positions education at the heart of the project of eco-social – cultural change. Then, using six prompts proposed as a starting place for this type of education we will follow a full semester of a third-year undergraduate design class as students are immersed in a curriculum created with a vision towards both eco-social – cultural change and, by implication, ‘doing design differently’. Through this reflective study, the research hopes to explore some of the successes, failures, learnings, and potential challenges that exist for students, educators, and theories of educational change in the work of educating in, through, and beyond these times of crisis. The paper will end with a rendering of our findings and an extended discussion of the pedagogical possibilities, prompts, and peculiarities of teaching during this metacrisis and some considerations around the potentialities and limitations of these six prompts for eco-social – cultural change and environmental education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".