Culture and the Independent Self: Obstacles to environmental sustainability?

Komatsu, Hirokazu; Rappleye, Jeremy; Silova, Iveta

doi:10.1016/j.ancene.2019.100198

Cited by 71 publications

(51 citation statements)

References 57 publications

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“…We also calculated 95% confidence intervals (CIs) of such parameters using the bootstrapping method (Efron, 1979;Fox, 2008), because CIs provide more information than p values (Cumming, Fidler, Kalinowski, & Lai, 2012;Ellis, 2010;Komatsu & Rappleye, 2017a). Procedures to calculate bootstrapping CIs were described in Komatsu and Rappleye (2017b) and Komatsu, Rappleye, and Silova (2019).…”

Section: Statisticsmentioning

confidence: 99%

Relationship between stem diameter and transpiration for Japanese cypress trees: Implications for estimating canopy transpiration

et al. 2019

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Previous studies reported relationships between stem diameter at breast height (DBH) and whole‐tree transpiration (Qt) across a variety of species and locations. It might be possible to develop a relationship between DBH and Qt with smaller variations when we focused on a single species. We attempted to develop such a relationship for Japanese cypress (Chamaecyparis obtusa), which is one of the major plantation species in Japan. We collated Qt for 51 Japanese cypress trees from nine different‐sized and different‐aged stands using the sap flux method. We found a strong linear correlation between DBH and the reference value of Qt at a vapour pressure deficit of 1 kPa (R = .883). This was a consequence of a strong correlation between DBH and sapwood area (AS_tree; R = .973) and the absence of a correlation between DBH and sap flux density (R = −.043). We confirmed that using the relationship between DBH and AS_tree, while assuming typical responses of sap flux density to meteorological factors, provides reasonable Qt estimates. This study also demonstrated how the DBH–Qt relationship can be applied to estimate changes in EC with changing forest management.

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Section: Statisticsmentioning

confidence: 99%

Relationship between stem diameter and transpiration for Japanese cypress trees: Implications for estimating canopy transpiration

et al. 2019

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“…The prevalence of numbers, metrics and data within education is consistent with modern, Westernized views of "what counts" as knowledge more broadly (Silova, 2019;Sterling et al, 2018). There is an epistemological and ontological view that our problems and solutions of the world can be understood through statistical calculations (see Gorur, 2014).…”

Section: Re-imagining Educationmentioning

confidence: 57%

“…They, like many critical scholars, have argued that we are in a moment of crisis that demands urgent, collective action (Hursh, et al, 2015;Komatsu, Rappleye & Silova, 2019;Subedi & Daza, 2008). Issues like climate change, the rise of populism, far-right extremism, white supremacy, and so on, require collective efforts that are thoroughly incompatible with values like individualism, competition, standardization, and rapid, endless growth, which currently characterize education.…”

Section: Re-imagining Educationmentioning

confidence: 99%

Teacher accountability, datafication and evaluation: A case for reimagining schooling

Holloway

2020

EPAA

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The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the ‘norms’ we have come to accept as necessary features of modern schooling. Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking “outside of” the traditional accountability “box”.

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“…suelen ser favorables al consenso científico sobre el cambio climático, con independencia de su nivel educativo. Inversamente, aquéllos con personalidades "jerárquicas" e "individualistas" (que se oponen a las políticas hacia las minorías y contra la pobreza, que respaldan a la empresa privada y con fuertes convicciones acerca de que cada quien obtiene lo que se merece) rechazan ese mismo consenso científico (Komatsu et al, 2019). En estas personas con un fuerte individualismo, la preocupación por los riesgos climáticos es inversamente proporcional a su conocimiento científico (Hornsey et al, 2016).…”

Section: ¿Cómo Educar Para El Cambio Climático?unclassified

Educación para el cambio climático: ¿educar sobre el clima o para el cambio?

Gaudiano¹,

Cartea²

2020

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El cambio climático constituye el desafío más importante de la humanidad para el presente siglo. Se trata de un complejo fenómeno resultante del proceso civilizatorio en boga que desestabilizará aún más los ciclos y dinámicas naturales y sociales de todo el globo. Por ello, desconcierta la apatía que las ciencias sociales y la educación han manifestado y manifiestan sobre este problema en la trayectoria actual hacia un colapso generalizado. En el artículo se analizan críticamente las dos vertientes fundamentales de respuesta que se formulan con finalidades educativas en esta materia. Discutimos sus alcances y limitaciones, y revisamos posibilidades más fecundas en términos de eficacia colectiva, con el propósito de fortalecer la capacidad y la disposición de las personas y las comunidades de lograr cambios significativos apremiantes, que contribuyan a evitar los peores escenarios posibles de la crisis climática.Climate change constitutes humanity's most important challenge for this century. It is a complex phenomenon resulting from the prevailing civilizing process which will further destabilize global natural and social cycles. Therefore, the apathy which the social sciences and education have displayed, and continue to display, on the issue along our current trajectory toward generalized collapse is disconcerting. The article offers a critical analysis of the two fundamental lines of response on the subject formulated for educational purposes. We discuss their scope and limitations, and examine more fertile possibilities in terms of collective effectiveness, with the aim of strengthening the capacity and willingness of people and communities to effect urgent significant changes which help to avoid the worst possible scenarios of the climate crisis.

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Culture and the Independent Self: Obstacles to environmental sustainability?

Cited by 71 publications

References 57 publications

Relationship between stem diameter and transpiration for Japanese cypress trees: Implications for estimating canopy transpiration

Relationship between stem diameter and transpiration for Japanese cypress trees: Implications for estimating canopy transpiration

Teacher accountability, datafication and evaluation: A case for reimagining schooling

Educación para el cambio climático: ¿educar sobre el clima o para el cambio?

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