Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe

Fauville, Géraldine; McHugh, Patricia; Domegan, Christine; Mäkitalo, Åsa; Møller, Lene Friis; Papathanassiou, Martha; Chicote, Carla A.; Lincoln, Susana; Batista, Vanessa Carla; Copejans, E.; Crouch, F.; Gotensparre, Susan

doi:10.1016/j.marpol.2018.01.034

Cited by 32 publications

(28 citation statements)

References 14 publications

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“…Findings reveal a hierarchical barrier structure localised to each country, and exhibit a valuable order of echelon in considering change. A meta-analysis across several countries who replicated this study and the outcome of a European Influence map has also been recently published (Fauville, McHugh et al 2018). In terms of demonstrating the method itself, it is hoped that the overview and discussion may serve as a model for other researchers and educators regarding broadening ocean literacies and mobilising an ocean literate society, relevant to the readers of this journal and other related disciplines.…”

Section: Resultsmentioning

confidence: 88%

Collective intelligence for advancing ocean literacy

McCauley

McHugh

Davison

et al. 2019

Environmental Education Research

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Ocean literacy is an understanding of the ocean's influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a 'complex problem' that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a methodological tool to advance and enhance the promotion of environmental literacy, and to share outcomes from using the CI approach. The participatory context behind CI illustrates that working "with" a range of stakeholders across marine education, outreach, regulation and policy, to debate how to better promote ocean literacy among young people, improves ocean literacy and broadens society's awareness of sustainable marine environments. Findings reveal a hierarchical barrier structure localised to each country, a valuable order of echelon toward environmental change.

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Section: Resultsmentioning

confidence: 88%

Collective intelligence for advancing ocean literacy

McCauley

McHugh

Davison

et al. 2019

Environmental Education Research

Self Cite

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“…These self-perception ideas were categorized using the paired-comparison method ( Warfield and Cárdenas, 1993 ; RezaeiZadeh et al, 2017 ; cf. Fauville et al, 2018 ). This method involves placing eight of the ideas selected at random on a display wall.…”

Section: Resultsmentioning

confidence: 99%

Understanding the Nature of Oneness Experience in Meditators Using Collective Intelligence Methods

Lente

Hogan

2020

Front. Psychol.

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Research on meditation and mindfulness practice has flourished in recent years. While much of this research has focused on well-being outcomes associated with mindfulness practice, less research has focused on how perception of self may change as a result of mindfulness practice, or whether these changes in self-perception may be mechanisms of mindfulness in action. This is somewhat surprising given that mindfulness derives from traditions often described as guiding people to realize and experience the nonseparation of self from the world or its "oneness" with the whole of reality. The current study used a collective intelligence methodology, Interactive Management (IM), to explore the nature of oneness experiences. Five IM sessions were conducted with five separate groups of experienced meditators. Participants generated, clarified, and selected oneness self-perceptions they believed most characterized their experience both during meditation and in their everyday experience in the world. Each group also developed structural models describing how highly ranked aspects of oneness self-perceptions are interrelated in a system. Consistent themes and categories of oneness experience appeared across the five IM sessions, with changes in the sense of space (unboundedness), time, identity, wholeness, and flow highlighted as most influential. Results are discussed in light of emerging theory and research on oneness self-perception and non-dual awareness.

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“…For the most effective and comprehensive teaching of MB, it would be necessary to enrich the curricula and the corresponding textbooks with more references, since they are limited and this is also valid internationally (Fauville, Copejans, & Crouch, 2013). However, the Greek reality proves that this is not feasible, since both the curricula and the corresponding textbooks change and are transformed after many years, along with several barriers that are generally observed in Europe (Fauville et al, 2018). With the existing educational material, efforts could be made to at least achieve better teaching of the knowledge mentioned in the textbook.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Greek Textbooks about Marine Biology

Stasinakis¹

2020

INTERDISCIPLINARY J ENV SCI ED

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Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe

Cited by 32 publications

References 14 publications

Collective intelligence for advancing ocean literacy

Collective intelligence for advancing ocean literacy

Understanding the Nature of Oneness Experience in Meditators Using Collective Intelligence Methods

Analysis of Greek Textbooks about Marine Biology

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