You bring up very good examples of the importance of interdisciplinary
intersections. In our K-12 work, we have found that using fine art images
laden with scientific content to train students in visual analysis gives
them valuable analytical tools that are: 1) helping them engage more
deeply in the science content; and 2) helping them synthesize concepts
across Earth, physical and life science. We are working on more funding to
further test these strategies.
Great conversation!
Lucinda Presley
Co-Chair, ASTC Arts/Science Community of Practice
Chair, The Innovation Collaborative: Bridging the Arts, Sciences, and
Humanities
On Fri, Oct 11, 2013 at 6:57 AM, cristinamiranda
<universalmargin@gmail.com>wrote:
> Hi everyone,
>
> Just found this link about the effect of poetry on the brain, that shows
> how the art of "poetry and passionate prose have an effect on the brain
> similar to that of emotional music", as research has shown.
>
> Could be an good wasy to develop SEAD innitiatives in education at all
> levels. This is the link:
> http://www.belfasttelegraph.**co.uk/breakingnews/offbeat/**
> poetry-affects-brain-like-**music-29647836.html<http://www.belfasttelegraph.co.uk/breakingnews/offbeat/poetry-affects-brain-like-music-29647836.html>
>
> best wishes,
> Cristina Miranda de Almeida
>
> El 11/10/13 05:40, roger malina escribió:
>
> yasminers
>>
>> I never imagine that my referring to the web site
>> on the need to contextual mathematics would launch
>> this discussion on the root of all evil but paul and simon's
>> responses have focused the discussion on the basic argument
>> that the root bernstein's are making about the evidence that
>> scientists and engineers work as better as scientists and
>> engineers if they are also involve in arts and crafts in
>> their early education
>>
>> this is the basic argument in the stem to steam argument
>>
>> the way we have organised education we put art and
>> science in separate streams as if they were not
>> fundamentally linked in human curiosity and imagination
>>
>>
>> anecdote: in a discussion with someone responsible
>> for programming in Marseille as the european city
>> of culture- i got a response that " science is not part
>> of culture'
>>
>> wow
>>
>> what he meant was that the minister of culture in france
>> which was the lead ministry for the city of culture did
>> not fund " science outreach or education"
>>
>> science is part of culture and children dont care
>> which agency is funding what
>>
>> paul : of course there is a rational for
>> pure math= but thats not the issue here=the
>> issue is how in primary and secondary education
>> we create a context=driven by student interest
>> and imagination- we teaching in a way that motivates
>> and captures the motivation of young children
>>
>> anecdote: in my undergraduate education i had
>> the pleasure of taking a class on statistics and
>> probability from the celebrated mathematician
>>
>> we certainly learned pure math -but what i remember
>> is that all the math was continously contextualised
>> in social contexts and applications ( gambling at las
>> vegas. sociology. politics etc) i did great in that course
>> but the next semester i took a course in mathematical
>> logic and i got the first C grade as a student- it just
>> didnt connect
>>
>> the arts and crafts are one way to powerfully
>> contextualise science and mathematics and
>> motivate students= and in addition the evidence
>> that root bernsteins show is that the children that
>> learn that way make better scientists and engineers
>>
>> roger
>>
>> The term "naked math" refers to mathematics without context. Mathematics
>>
>>> "within a context" usually refers to mathematical modeling -- that the
>>> mathematics models or represents something in the real world. My point
>>> was simply to rephrase this in terms of something that the Yasmin group
>>> might find equally appalling (or not?): what is the art analogy of naked
>>> math? It would probably fall into the general area of abstract art --
>>> something
>>> performed and executed that is not representational of the world, and so
>>> is equally as "naked".
>>>
>>
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--
Lucinda Presley
Director
ICEE Success*
Institute where Creativity Empowers Education Success*
lucinda.presley@gmail.com
903-530-9019
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