Prediction and Adaption in Science|Environment|Health Contexts

Two-Eyed Seeing and Scientific Holism in A New Science|Environment|Health Pedagogy

“…Indeed, the invited symposiums of the SIG 4 have always been used to find common ground in theory and practice and to elaborate on concepts that could turn out to be important for a future theoretical framework of S|E|H. Previous themes have been medicine education as a part of S|E|H (Keselman et al, 2018), complexity in S|E|H , and prediction and adaption in complex living systems (Zeyer et al, 2021). In all these issues, holistic considerations play an important role.…”

“…The complexity of S|E|H contexts ) is a salient argument for Two-Eyed Seeing, because the term complexity signifies that the scientific image alone may fail when it comes to the interpretation of science in life-world contexts, particularly for decision making. Furthermore, prediction and control in complex living systems (Zeyer et al, 2021) are stimulated by a reductionist switch to the scientific image, while interpretation and adaption characterize a holist switch to the life-world image. Both switches are important tasks of Two-Eyed Seeing and ask for novel strategies and more research in a new S|E|H pedagogy.…”

Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times

“…During the last decade, the S|E|H vision has found growing interest among science educators, which encouraged the foundation in 2014 of the special interest group Science|Environment|Health of the ESERA (European Science Education Research Association) conference. The results of these activities have been progressively presented in two anthologies [1,2], several consensus papers [3][4][5][6], and a special issue in the International Journal of Science Education [7]. These publications include a considerable variety of scholars from all over Europe and from the USA, with various research interests and perspectives on science, health, and environmental education.…”

“…In this paper, these will be elaborated in terms of six concerns that have crystallised during the last few years of the special interest group's activity. These concerns are (1) the question of curricular change, (2) the role of knowledge in S|E|H contexts, (3) the tension between individual and political responsibility, (4) decision-making in S|E|H contexts, (5) the challenge of coping with uncertainty, and (6) the question of scientific holism. All six concerns had been thematized and investigated before the beginning of the SARS-CoV-2 pandemic, but we believe that they currently all appear in an even more urgent, pressing light.…”