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Bai, Heesoon; Bowering, Scott; Haber, Jesse; Cohen, Avraham; Chang, David – Cultural Studies of Science Education, 2021
The planet Earth has become increasingly susceptible to human-induced (anthropogenic) ecological disasters. The currently raging COVID-19 pandemic adds to the vast scale of destruction and suffering that humanity and the planet are experiencing. In this paper we explicate the meaning of 'human-induced' destruction in the terms of the damaging and…
Descriptors: Ecology, Philosophy, World Views
Scott, Charles; Behrisch, Tanya; Bhattacharjee, Monica; Grass, Starleigh; Bai, Heesoon – Cultural Studies of Science Education, 2021
This paper curates four experiential narratives and poetry by the five co-authors that illustrate epistemic and ontic shift from the Modern Western (ModWest) mindset to a holistic, embodied and animistic mindset. Coming from different cultural backgrounds, yet having been systemically influenced by the dominant ModWest views and values, each…
Descriptors: World Views, Western Civilization, Epistemology, Holistic Approach
Zhao, Steven; Chang, David; Miyakawa, Muga; Bai, Heesoon – Cultural Studies of Science Education, 2020
In this response paper, we continue and further expand upon Elizabeth Watts' discussion on Buddhism and science, in the context of teachers' searching for the pedagogical "means to increasing student receptivity to science." While we share Watts' concern over the detrimental consequences of creationism in schools, we also offer an…
Descriptors: Buddhism, Science Education, Creationism, Religion
Bai, Heesoon – Cultural Studies of Science Education, 2015
In this paper I problematize the modern everyday ontology that categorically separates the animate from the inanimate, showing that such separation has ethical implications that are environmentally devastating. I propose a turn to an animistic ontology and epistemology. Acknowledging the challenge of such turn, I suggest contemplative practices as…
Descriptors: Peace, Ethics, Beliefs, Ecological Factors