Recent work with infants suggests that plant foraging throughout evolutionary history has shaped the design of the human mind. Infants in Germany and the US avoid touching plants and engage in more social looking toward adults before touching them. This combination of behavioral avoidance and social looking strategies enables safe and rapid social learning about plant properties within the first two years of life. Here, we explore how growing up in a context that requires frequent interaction with (...) plants shapes children’s responses with the participation of communities in rural Fiji. We conducted two interviews with adults and a behavioral study with children. The adult interviews map the plant learning landscape in these communities and provide context for the child study. The child study used a time-to-touch paradigm to examine whether 6- to 48-month-olds in participating communities exhibit avoidance behaviors and social looking patterns that are similar to, or different from, those of German and American infants. Our adult interview results confirmed that knowledge about daily and medicinal uses of plants is widely known throughout the communities, and children are given many opportunities to informally learn about plants. The results of the child behavioral study suggest that young Fijian children, like German and American infants, are reluctant to reach for novel artificial plants and are fastest to interact with familiar household items and shells. In contrast to German and American infants, Fijian children also quickly reached for familiar real plants and did not engage in differential social looking before touching them. These results suggest that cultural contexts flexibly shape the development of plant-relevant cognitive design. (shrink)

Widespread and lasting consensus has not been philosophy's fate. Indeed, one of philosophy's most striking features is its ability to accommodate “not only different answers to philosophical questions” but also “total disagreement on what questions are philosophical” (Rorty 1995, 58). It is therefore hardly surprising that philosophers' responses to this metaphilosophical predicament have been similarly varied. This article considers two recent diagnoses of philosophical diversity: Kornblith and Rescher (respectively) claim that taking philosophical disagreement seriously does not lead to metaphilosophical scepticism. (...) The article argues that their confidence is misplaced in so far as both wrongly assume that ordinary, first-order philosophical practice and second-order metaphilosophical reflection are separate enterprises. We can say that the universe consists of a substance, and this substance we will call “atoms,” or else we will call it “monads.” Democritus called it atoms. Leibniz called it monads. Fortunately, the two men never met, or there would have been a very dull argument. (Allen 1997, 171) When will philosophers learn to be less pretentious and arrogant in their claims? One would imagine that the philosophic experiences of twenty-five centuries would have taught them the fallacy of self-esteem! (Schilpp 1935, 233). (shrink)

In this article, I explore plant semiosis with a focus on plant learning. I distinguish between the scales and levels of learning conceivable in phytosemiosis, and identify organism-scale learning as the distinguishing question for plant semiosis. Since organism-scale learning depends on organism-scale semiosis, I critically review the arguments regarding whole-plant functional cycles. I conclude that they have largely relied on Uexküllian biases that have prevented an adequate interpretation of modern plant neurobiology. (...) Through an examination of trophic growth in plant roots, I expose some conceptual difficulties in attributing functional cycles to whole-plants. I conclude that the mapping of resource areas in the root system is a learning activity requiring higher-scale sign activity than is possible at the cellular scale, strongly suggesting the presence of organism-scale functional cycles. I do, however, question whether all perception-action cycles in organisms are accompanied with organism-scale semiosis. (shrink)

At present, the European population sees more risks than benefits in the use of transgenic plants in food. Through the development of a learning strategy based on science dissemination projects (articles and talks) by university students, an increase in autonomous knowledge and vocations in science popularisation has been identified. On the other hand, the development of outreach talks for pre-university students has increased the knowledge of outreach and plant biotechnology, promoting the future choice of higher studies in biotechnology.

Picturebooks that focus on environmental issues offer children the chance to connect with natural settings, promoting emotional and mental health, while also developing ethical principles and an authentic concern for the environment. This genre possesses the capacity to emotionally captivate children through its combination of text and visuals, potentially resulting in a shift in their perspectives towards the topics and issues being portrayed. In addition to this, picturebooks are educational because they use words and images to choose, arrange, and understand (...) data and statistics, thereby making knowledge accessible to those who are generally interested and engaging readers on an emotional and intellectual level. This essay examines how the picturebook Seeds of Change: Planting a Path to Peace (2010) effectively communicates Wangari Maathai’s environmental advocacy. For this purpose, the article offers a brief examination of the influence of Maathai’s Green Belt Movement and the holistic ecological connotations that the visual representations seek to emphasize. The article contends that this ‘green informational picturebook’ acts as a catalyst for transformative learning by enhancing ecological literacy in children and serving as a platform for environmental education and sustainability in the public as a whole. (shrink)

This book assembles recent research on memory and learning in plants. Organisms that share a capability to store information about experiences in the past have an actively generated background resource on which they can compare and evaluate coming experiences in order to react faster or even better. This is an essential tool for all adaptation purposes. Such memory/learning skills can be found from bacteria up to fungi, animals and plants, although until recently it had been mentioned only as (...) capabilities of higher animals. With the rise of epigenetics the context dependent marking of experiences on the genetic level is an essential perspective to understand memory and learning in organisms. -/- Plants are highly sensitive organisms that actively compete for environmental resources. They assess their surroundings, estimate how much energy they need for particular goals, and then realize the optimum variant. They take measures to control certain environmental resources. They perceive themselves and can distinguish between ‘self’ and ‘non-self’. They process and evaluate information and then modify their behavior accordingly. -/- The book will guide scientists in further investigations on these skills of plant behavior and on how plants mediate signaling processes between themselves and the environment in memory and learning processes. (shrink)

This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize the prevailing anthropocentrism in education. We discuss the power of experimentation by (...) introducing a learning experiment that took place at a pop-up greenhouse in Helsinki. The idea was to encourage upper secondary geography students to playfully discard their human perspective and study the city from the viewpoint of plants: to probe the presumed human/nature divide through brief but moving encounters with ‘others’. We argue that through affective encounters with nonhuman others, the Earth speaks: it tells stories with us. If humans let themselves be addressed by these encounters, geostories can temporarily re-place human-centred narrative storytelling practices (histories), voiced by the modernist ‘I’, and generate alternative forms of knowledge that emerge from our belonging together. These stories emerging from geographical experimentation entail potential to cultivate both knowing and care that exceed the human. (shrink)

Early diagnosis of leaf diseases is a fundamental tool in precision agriculture, thanks to its high correlation with food safety and environmental sustainability. It is proven that plant diseases are responsible for serious economic losses every year. The aim of this work is to study an efficient network capable of assisting farmers in recognizing pear leaf symptoms and providing targeted information for rational use of pesticides. The proposed model consists of a multioutput system based on convolutional neural networks. The (...) deep learning approach considers five pretrained CNN architectures, namely, VGG-16, VGG-19, ResNet50, InceptionV3, MobileNetV2, and EfficientNetB0, as feature extractors to classify three diseases and six severity levels. Computational experiments are conducted to evaluate the model on the DiaMOS Plant dataset, a self-collected dataset in the field. The results obtained confirm the robustness of the proposed model in automatically extracting the discriminating features of diseased leaves by adopting the multitasking learning paradigm. (shrink)

It is provocative, but not uncommon, to compare the work of art to a plant. Art is inseparable from the aim to pass on knowledge to future generations, just as plants strive to reproduce. This paper forwards the art-plant hypothesis that views works of art and plants not only as structurally similar, but teleologically united. We look to two models of art to test this hypothesis: earthworks of the land art movement, and the ancient Greek concept of craft (...) or techne. Plant grafting serves as an example artform that is instructive for crafting a more sustainable world. We approach plant grafting as a sustainable technology in an age of genetic monopolization, and as a powerful metaphor for our common roots and responsibility to create a better world. (shrink)

By denying to vegetal life the core values of autonomy, individualization, self-identity, originality, and essentiality, traditional philosophy not only marginalizes plants but, inadvertently, confers on them a crucial role in the current transvaluation of metaphysical value systems. From the position of absolute exteriority and heteronomy, vegetation accomplishes a living reversal of metaphysical values and points toward the collapse of hierarchical dualisms.

Half a million species of plants could be existing in the world. Classification of plants based on leaf features is a critical job as feature extraction from binary images of leaves may result in duplicate identification. However, leaves are an effective means of differentiating plant species because of their unique characteristics like area, diameter, perimeter, circularity, aspect ratio, solidity, eccentricity, and narrow factor. This paper presents the extraction of plant leaf gas alongside other features from the camera images (...) or a dataset of images by applying a convolutional neural network. The extraction of leaf gas enables identification of the actual level of chlorophyll and nitrogen which may help to interpret future predictions. Our contribution includes the study of texture and geometric features, analyzing ratio of Ch and N in both healthy and dead leaves, and the study of color-based methods via CNN. Several steps are included to obtain the results: image preprocessing, testing, training, enhancement, segmentation, feature extraction, and aggregation of results. A vital contrast of the results can be seen by considering the kind of image, whether a healthy or dead leaf. (shrink)

According to F. Adams [this journal, vol. 68, 2018] cognition cannot be realized in plants or bacteria. In his view, plants and bacteria respond to the here-and-now in a hardwired, inflexible manner, and are therefore incapable of cognitive activity. This article takes issue with the pursuit of plant cognition from the perspective of an empirically informed philosophy of plant neurobiology. As we argue, empirical evidence shows, contra Adams, that plant behavior is in many ways analogous to animal (...) behavior. This renders plants suitable to be described as cognitive agents in a non-metaphorical way. Sections two to four review the arguments offered by Adams in light of scientific evidence on plant adaptive behavior, decision-making, anticipation, as well as learning and memory. Section five introduces the ‘phyto-nervous’ system of plants. To conclude, section six resituates the quest for plant cognition into a broader approach in cognitive science, as represented by enactive and ecological schools of thought. Overall, we aim to motivate the idea that plants may be considered genuine cognitive agents. Our hope is to help propel public awareness and discussion of plant intelligence once appropriately stripped of anthropocentric preconceptions of the sort that Adams' position appears to exemplify. (shrink)

This is a response to the nine commentaries on our target article “Unlimited Associative Learning: A primer and some predictions”. Our responses are organized by theme rather than by author. We present a minimal functional architecture for Unlimited Associative Learning that aims to tie to together the list of capacities presented in the target article. We explain why we discount higher-order thought theories of consciousness. We respond to the criticism that we have overplayed the importance of learning (...) and underplayed the importance of spatial modelling. We decline the invitation to add a negative marker to our proposed positive marker so as to rule out consciousness in plants, but we nonetheless maintain that there is no positive evidence of consciousness in plants. We close by discussing how UAL relates to development and to its material substrate. (shrink)

With renewable energy being increasingly connected to power grids, pumped storage plants play a very important role in restraining the fluctuation of power grids. However, conventional control strategy could not adapt well to the different control tasks. This paper proposes an intelligent nonlinear model predictive control strategy, in which hydraulic-mechanical and electrical subsystems are combined in a synchronous control framework. A newly proposed online sequential extreme learning machine algorithm with forgetting factor is introduced to learn the dynamic behaviors of (...) the coupling system. Specifically, the initial learning parameters are optimized by prior-knowledge learning and a new self-adaptive adjustment strategy is also put forward. Subsequently, the stair-like control strategy and artificial sheep algorithm are used in rolling the optimization mechanism to replace the existing complex differential geometric solutions. Comparative experiments are carried out under different working conditions based on a PSP in China. The results show that the influence from coupling factors can be considerable and the proposed MPC strategy indicates superiority in voltage and load adjustment as well as the frequency oscillation suppression. (shrink)

Byrne & Russon redefine the process of emulation learning as “goal emulation” and thereby distort its most distinctive characteristic: the criterion that the observer focuses on environmental rather than behavioral processes. The two empirical examples recounted – gorilla plant processing and orangutan manipulation of human artifacts – are hierarchically organized behaviors, but there is very little evidence that they involve imitative learning, program-level or otherwise.

This paper presents a learning theory pertinent to dynamic decision making (DDM) called instancebased learning theory (IBLT). IBLT proposes five learning mechanisms in the context of a decision‐making process: instance‐based knowledge, recognition‐based retrieval, adaptive strategies, necessity‐based choice, and feedback updates. IBLT suggests in DDM people learn with the accumulation and refinement of instances, containing the decision‐making situation, action, and utility of decisions. As decision makers interact with a dynamic task, they recognize a situation according to its similarity (...) to past instances, adapt their judgment strategies from heuristic‐based to instance‐based, and refine the accumulated knowledge according to feedback on the result of their actions. The IBLT's learning mechanisms have been implemented in an ACT‐R cognitive model. Through a series of experiments, this paper shows how the IBLT's learning mechanisms closely approximate the relative trend magnitude and performance of human data. Although the cognitive model is bounded within the context of a dynamic task, the IBLT is a general theory of decision making applicable to other dynamic environments. (shrink)

Abstract : Background: Vegetable agriculture is very important to human continued existence and remains a key driver of many economies worldwide, especially in underdeveloped and developing economies. Objectives: There is an increasing demand for food and cash crops, due to the increasing in world population and the challenges enforced by climate modifications, there is an urgent need to increase plant production while reducing costs. Methods: In this paper, Lemon classification approach is presented with a dataset that contains approximately 2,000 (...) images belong to 3 species at a few developing phases. Convolutional Neural Network (CNN) algorithms, a deep learning technique extensively applied to image recognition was used, for this task. The results: found that CNN-driven lemon classification applications when used in farming automation have the latent to enhance crop harvest and improve output and productivity when designed properly. The trained model achieved an accuracy of 99.48% on a held-out test set, demonstrating the feasibility of this approach. (shrink)

Name der Zeitschrift: Nietzsche-Studien Jahrgang: 44 Heft: 1 Seiten: 78-87.

The accident at the Fukushima Daiichi Nuclear Power Plant, which occurred on the occasion of the Great East Japan Earthquake on March 11, 2011, caused enormous damage to the political, social, cultural and natural environments in Japan and still continues to create problems.What can we learn from the case of Fukushima from the viewpoint of the philosophy of technology?First, I emphasize that technology is not considered a closed system constituted only of a technological factor in the narrow sense of (...) the term, but must be considered an open system related to and constituted of various factors, including social, cultural, and natural environmental factors. In this sense, technology is inherently multidimensional.Second, as there is no guarantee that multiple factors maintain a harmonious and stable unity under various circumstances, technology inevitably brings about unintended consequences. We must always consider the unmanageable and unpredictable character of technology, which can be characterized as the “otherness” character of technology and is to be considered a central problem of the philosophy and ethics of technology. (shrink)

Human nature exists and operates in an environment. And it is not "in" that environment as coins are in a box, but as a plant is in the sunlight and soil.Education's Ecosystems: Learning Through Life by Bertram C. Bruce examines the process of education in human systems with illustrating lessons from the natural world. By contrasting pedagogical practices with our understanding of the interrelationship of organisms within a biosphere, Education's Ecosystems reminds readers of the importance of community and (...) connections in the interpretation and replication of knowledge. In this age of COVID-19, the isolation so many people have experienced due to work-from-home mandates reinforces the message of the book. Just as... (shrink)

This article presents a computational model of the learning of diagnostic knowledge, based on observations of human operators engaged in real-world troubleshooting tasks. We present a model of problem solving and learning in which the reasoner introspects about its own performance on the problem-solving task, identifies what it needs to learn to improve its performance, formulates learning goals to acquire the required knowledge, and pursues its learning goals using multiple learning strategies. The model is implemented (...) in a computer system which provides a case study based on observations of troubleshooting operators and protocol analysis of the data gathered in the test area of an operational electronics manufacturing plant. The model not only addresses issues in human learning, but, in addition, is computationally justified as a uniform, extensible framework for multistrategy learning. (shrink)

This essay responds to Donna J. Haraway's (2016) provocation to ‘stay with the trouble’ of learning to live well with nonhumans as kin, through practice-based approaches to learning to care for nonhuman others. The cases examine the promotion of care for trees through mobile game apps for forest conservation, and kinship relations with city farm animals in Kentish Town, London. The cases are analysed with a view to how they articulate care practices as a means of making kin. (...) Two concepts are proposed, ‘learning from’ and ‘facing’ the Other, which are thickened through discussions of how caring takes place in each case in relation to a particular category of nonhuman other: animated tree and urban farm animal. Thus while attendant to situations of care involving a specific nonhuman subject, the cases also broker thinking on learning from and facing (the) other kinds of trees and animals, and the interspecies dynamics of which they are a part. The intersectional implications of the practice sites and participants are elaborated, to complexify and affirm situated but also reflexive approaches to caring. In doing this, the authors attend to their own positionalities, seeking to diversify Western-based ecofeminist engagements with caring, while asking what their research can do for the nonhuman other. They formulate and apply a collaborative methodological approach to the case studies, developed through cultivating attentiveness to the nonhuman subject of research. The authors consider in particular how attentiveness to the nonhuman other can facilitate practices of knowing that further a non-anthropocentric and non-innocent ethic of caring. By further interconnecting situations of caring for nonhuman animals and plants, the authors advocate for practices of care that antagonise how species boundaries are drawn and explore the implications for learning to care for nonhumans as kin. (shrink)

Abstract: Tomatoes are part of the major crops in food security. Tomatoes are plants grown in temperate and hot regions of South American origin from Peru, and then spread to most countries of the world. Tomatoes contain a lot of vitamin C and mineral salts, and are recommended for people with constipation, diabetes and patients with heart and body diseases. Studies and scientific studies have proven the importance of eating tomato juice in reducing the activity of platelets in diabetics, which (...) helps in protecting them from developing deadly blood clots. A tomato classification approach is presented with a data set containing approximately 5,266 images with 7 species belonging to tomatoes. The Neural Network Algorithms (CNN), a deep learning technique applied widely in image recognition, is used for this task. (shrink)

The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of “a garden” (...) that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24–19–25–29 pairs per stage, respectively. Across all stages, an overall improvement in students’ graphic expression was observed, which can be attributed to their experience in the space. At the pre-school stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from pre-school, primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience -which was based on permaculture practices- helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer. Overall, our results support the legitimacy of incorporating gardens to educational centers, particularly for promoting contact with live plants and plant knowledge, and potentially for promoting contact with garden fauna and activities oriented toward learning about it. (shrink)

The presented survey focused on moral challenges of Bavarian veterinary officers in their daily work and their expectations of an ethics module in their training program. The results suggest that Bavarian veterinary officers are confronted with morally challenging situations. However, they do not describe these challenges as dilemmas in which the veterinary officers do not know what the moral right choice would be. They are rather convinced to know what they should do from an ethical point of view but see (...) difficulties with the realization as the crucial moral challenge of their profession. The participants in the study do not only expect ethics to help them to find a morally justified way of dealing with moral challenges, but also to gain a better understanding of essential conflicts. In regard to a possible e-learning course on ethics, most veterinary officers were skeptical or highly critical because, from their perspective, ethics needs personal exchange, promoting a dialogue with colleagues, and this is best possible in a classroom-based seminar. Therefore, according to the participants in the survey, if e-learning tools are used, this should only be in combination with classroom-based events. (shrink)

The purpose of this article is to describe how expansive learning in organisations can become a resource for learning in a wider community of practice (CoP). The “developmental work research” approach (DWR) based on cultural historical activity theory (CHAT) is beneficial for analysing and interpreting the requirements in a field of action. Engeström’s specific form of “action research” focuses on expansive learning in activity systems. However, complex socio-technical change processes cannot be initiated and managed by the local (...) community of practise alone. In order to establish the use of new tools, new methodologies or organisational solutions in a field of work, a double path of expansive learning is needed: Findings from the participative analysis and interpretation of contradictions in the local activity system have to be transferred to wider communities of practice. This paper illustrates a double path of expansive learning by presenting the experiences of research and development in machine and plant engineering companies in Germany. In the AQUIMO project, a project team has developed an adaptable software tool for multidisciplinary mechatronical engineering and created a related qualification program. The support from external social researchers has helped to initiate, disseminate and establish new ways to organise the division of labour in teams of engineers. (shrink)

Do experiences with nature –– from wilderness backpacking to plants in a preschool to a wetland lesson on frogs, promote learning? Until recently, claims outstripped evidence on this question. But the field has matured, not only substantiating previously unwarranted claims but deepening our understanding of the cause-and-effect relationship between nature and learning. Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. This (...) brief integrative review summarizes recent advances and the current state of our understanding. The research on personal development and environmental stewardship is compelling although not quantitative. Report after report –– from independent observers as well as participants themselves –– indicate shifts in perseverance, problem-solving, critical thinking, leadership, teamwork, and resilience. Similarly, over fifty studies point to nature playing a key role in the development of pro-environmental behavior, particularly by fostering an emotional connection to nature. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong, including experimental evidence; evidence across a wide range of samples and instructional approaches; outcomes such as standardized test scores and graduation rates; and evidence for specific explanatory mechanisms and active ingredients. Nature may promote learning by improving learners’ attention, levels of stress, self-discipline, interest, and enjoyment in learning, and physical activity and fitness. Nature also appears to provide a calmer, quieter, safer context for learning; a warmer, more cooperative context for learning; and a combination of “loose parts” and autonomy that fosters developmentally beneficial forms of play. It is time to take nature seriously as a resource for learning — particularly for students not effectively reached by traditional instruction. (shrink)

Segundo-Ortin & Calvo argue that plants have a surprisingly varied and complex behavioral repertoire. Which of these behavioral capacities are credible indicators of sentience? If we use the standards of evidence common in discussions of animal sentience, the behavioral capacities reviewed are insufficient evidence of sentience. Even if some putative indicators of animal sentience are present in plants, it is not clear whether what we should conclude is that plants are sentient or that those indicators are inadequate.

Organisms that share the capability of storing information about experiences in the past have an actively generated background resource on which they can compare and evaluate more recent experiences in order to quickly or even better react than in previous situations. This is an essential competence for all reaction and adaptation purposes of living organisms. Such memory/learning skills can be found from akaryotes up to unicellular eukaryotes, fungi, animals and plants, although until recently, it had been mentioned only as (...) a capability of higher animals. With the rise of epigenetics, the context-dependent marking of experiences at both the phenotype and the genotype level is an essential perspective to understand memory and learning in all organisms. Both memory and learning depend on a variety of successful communication processes within the whole organism. (shrink)

What can we learn from plants? Which forms of intelligence and knowledge can we discover by dedicating ourselves to understanding the life of a plant, its characteristics, interactions with the environment and cultural narratives? This article aims to bridge recent studies in plant intelligence, Semiotics and creative processes. Departing form the idea that the world arrived at a critical situation and the planet Earth cannot continue being exploited as an infinite source, we argue that it is necessary to (...) promote transformations in our culture, abandoning the anthropocentric framework and looking for new perspectives. In this sense, connecting communication, art, science and education, the purpose of Plant Portraits is to create experiences and propitiate encounters that catalyse the awakening of an expanded and integrated consciousness. (shrink)

This paper reports on the long-term effectiveness of a non-formal co-curricular educational program based on a campus ecogarden at a Hong Kong university in developing pro-sustainability awareness, attitudes and behavior among undergraduate students. This service-based, nature-based experiential learning program, termed the Ecogarden Farmer and Biodiversity Surveyor, has been running at the university since 2015. The program is divided into two consecutive phases: a training phase comprising various learning activities and a successive internship phase consisting of the all-round practical (...) tasks involved in managing the garden. A retrospective evaluation of the program using phenomenographic approach and content analysis was adopted to reveal the diversity of students’ learning experience, as the indicators of the success of the program. Of 112 participants from 4 cohorts, 32 completed online questionnaires, and semi-structured interviews were successfully conducted with twelve participants, three from each of the four cohorts. The results indicated that the program’s outcomes could be categorized into five themes. Most outcomes fit into the theme ‘an increase in knowledge and skill level,’ followed by ‘rise in environmental awareness,’‘facilitation of personal growth,’ and ‘enhancement of career development.’ Many structural experiences revealed may suggest the success of the program. The longer the participants had participated in the program, the more in-depth and diversified reflection of the senior participants relating to personal development were mentioned. This study provides critical insights into the validity of retrospective program evaluation for assessing the long-term impact of EfS programs by introducing a cross-sectional study of different cohorts as a serial time-point sampling strategy. (shrink)

This chapter contains sections titled: Warning: Plot Spoiler! Mediums: The Seen and the Felt Competing Messages: “Man was in the Forest” vs. “There is Another” Challenging Bambi Bambi's Counter‐Charge Re‐gifting Bambi Notes.

In lieu of an abstract, here is a brief excerpt of the content:Particularity, Presence, Art Teaching, and LearningJulia Kellman (bio)The Awful, the Particular, and the TranscendentYears ago in a life drawing class during graduate school, for who knows what reason, I chose to focus my drawing on the model's head and not on her entire form. She was wearing an enormous and elaborate black velvet hat with yards of veiling and several large red silk roses. The combination of textures, shadows, (...) colors, forms, and the suggestion of a story, of meaning beyond the exercise itself, drew me in I think. Using an entire large sheet of tan-colored drawing paper, soft vine charcoal, and a kneaded rubber eraser I began to draw, moving from the impossible hat to the model's high cheekbones, deep-set shadowed eyes, soft cheeks, and curved neck. Somewhere between the top of the paper (the crown of her hat) and the woman's face, however, my hand, my self, the drawing, the young woman, and the hat merged by some means outside my control. I was the act of drawing. I was the charcoal, the curved cheek, the dark eyes, the wonderful hat. There were no boundaries among us. No distances. The drawing, it seemed, drew me at the same time that it revealed an image of the model and her black velvet hat on the paper and tied me to the woman seated before me. I was exalted, transported, amazed.Now, as I think back to that drawing, I understand it as my first clear art experience of doing, not thinking, being, not observing that all artists encounter on their best days. It was, in another way of considering, my initial encounter with the fact that "the imaginative faculty, especially as engaged in the art process is one of the strongest and clearest ways in which we can learn within the qualitative, immediate present, within kairotic as opposed to chronic time, or within the eternal present,"1 as the art educator Kenneth [End Page 51] Beittel explains. Or, put another way, it was my experience with the fact that, as the writer Lawrence Weschler suggests in his biography of the artist Robert Irwin, "Seeing is forgetting the name of the thing one sees."2 Or, as the sculptor Anne Truitt explains, drawing can be "a direct channel between one's [my] experience and one's [my] hand."3This transformation from a distinct see-er and seen to a single entity sharing both time and space, from a distant relationship to intimacy, from a world of the generalized to the place of the particular brings us to the intertwined themes of this article: the importance of the awesome transcendent particularity of the singular—person, creature, place, object, plant, or moment in art and, similarly, religious contemplation and the likeness and/or overlap of artistic engagement with spiritual experience.In order for us to examine the artist in the midst of creating, and to explore our theme of art's relationship to the awful (think of the older usage meaning "full of awe" here) particularity of thisness as John Dun Sotus4 describes the perfection of the particular and specific, as well as to explore the relationship of art making, art learning, art teaching, and spiritual experience, exemplars are necessary. Our first exemplar is Gordie, a member of the art class I teach at a local hospital. He, as much as anyone, exemplifies artistic engagement with the current moment, its thisness in fact, and he illustrates the art maker's/learner's engagement with pure doing in the act of creating an image. Our second exemplar, the filmmaker, writer, and painter Derek Jarman,5 exemplifies by his lifetime of creative accomplishment an artist in the most literal manner. And even in the last years of his life—as sculptor, gardener, landscape designer, writer, and creator of a place of great beauty—he illuminates in both his words and in his garden his engagement with the present moment, with particularity, and with the spiritual quality that permeates his world.Gordie's Tale: Art and FlowersGordie accompanied his friend Roger to the first art class to be held at the hospital for people with... (shrink)

It is more and more often acknowledged that plants are sensitive organisms which perceive, value, learn, remember, solve problems, make decisions and communicate to each other in actively acquiring information on their environment. However, the fact that many complex patterns of plant behaviour exhibit cognitive skills, usually ascribed to human and non human animals, has not been fully assessed. This article intends to show the theoretical obstacles which may have prevented experimenting on such behavioural/cognitive phenomena in plants.

Promoting plant-based diets as a response to climate crisis has clear implications for producers of animal derived foods, but surprisingly little research considers their perspectives on this. Our exploration focused on farming strongly associated with meat production in Wales, UK. Mindful of polarised debates around plant-based diets, we considered dietary transition as an opportunity to produce for new markets. The first aim was to identify whether transition towards plant-based diets might trigger transformation of livestock agriculture. Findings indicate (...) a potential trigger event once livestock farmers are certain that consumer trends and climate mitigation require change. Livestock farmers who regard their meat as climate-friendly might resist transitions felt to unfairly disadvantage them. We then considered livestock farmers’ likely capacity to produce plant crops, and how this transformational capacity might be enhanced. Participants highlighted forms of financial and environmental inflexibility, plus social norms regarding “good” Welsh farmers, combining to make transformation risky. Transformational capacity might be enhanced through levering occupational and place attachments by portraying plant crops as a revival of historic practices from traditional farming landscapes. Improved linking capacity will also be beneficial, as producing for new markets requires connections to new supply chains, and learning across divisions within rural communities. We present these preliminary insights to livestock farmers’ attitudes and transformational capacity to inform future research with them to advance just agricultural transitions. Our study indicates potential to avoid confrontational discussion of dietary transition and we hope that others will pursue its focus on opportunities for farmers. (shrink)

Systems thinking is an increasingly recognized paradigm in education in both natural and social sciences, a particular focus being, naturally, in biology. This article argues that plant biology, and in particular, plant hormonal signaling, provides highly illustrative models for learning and teaching in a systems paradigm, because it offers examples of highly complex networks, ranging from the molecular‐ to ecosystem‐scale, and in addition lends itself to the use of real‐life biological objects.

In lieu of an abstract, here is a brief excerpt of the content:Artforum, Andy Warhol, and the Art of Living:What Art Educators Can Learn from the Recent History of American Art WritingDavid Carrier (bio)When around 1980 I began writing art criticism, Artforum was much concerned with historical analysis.1 When presenting the work of younger painters and sculptors, it seemed natural to explain artists' accomplishments by identifying precedents for their work. Much of my criticism published in the 1980s presented post-formalist accounts (...) of abstract painting. Seeking precedents for the painting I admired, I looked to the history of art. But such pleas for the value of tradition were doomed. Commentators preaching the values of tradition lost out to the writers emphasizing a break with the past. Much of interest for art education can be learned by studying the history of this very influential, small circulation journal.Only in retrospect did the urgency of this felt need for a break with the past become apparent. The history of responses to Abstract Expressionism suggested a different way of thinking about moments of change. HaroldRosenberg's conception of "action painting" implied that Pollock broke dramatically with the past. Clement Greenberg, by contrast, in a famous phrase said: "I do not think it exaggerated to say that Pollock's 1946-1950 manner really took up Analytic Cubism from the point at which Picasso and Braquehad left it...in their collages of 1912 and 1913."2 Greenberg's counter-intuitive analysis, asking us to see very different looking paintings as essentially similar, had prevailed. So it was not unreasonable to expect that after Greenberg, concern with tradition would remain important. But that was not what happened.Demand for a break with the past often carries political overtones. Historians debate whether the French Revolution broke with the past, or merely developed trends of the old regime. The idea of a complete break with tradition can seem attractive, but of course such dramatic ways of thinking underestimate real continuities. Struggle among post-Greenbergian artwriters to define a new critical paradigm mimics conflicts among artists to define the [End Page 1] leading post-Abstract Expressionist tradition. Once a critical paradigm has been established, debate may proceed peacefully. But when defining a period style is at issue, the stakes are high, and so conflicts are ferocious. Of course, struggle is always accompanied also by co-operation, but failing to grasp the real role of conflict leads to all-too-pious visions of what is possible.Greenberg developedthe most influential critical approach, and so when his way of thinking was rejected, a radically different approach was of most interest. Here we are dealing with what Harold Bloom famously called the anxiety of influence. Just as the most interesting painting after Abstract Expressionism deconstructed that tradition, so in criticism no ways of thinking too similar to Greenberg's stood a chance of being important. I think it interesting to reconstruct the process rationally in which an individual obtains such power. A totem, Freud explains, is "an animal (whether edible and harmless or dangerous and feared) and more rarely a plant or a natural phenomenon (such as rain or water), which stands in a peculiar relation to the whole clan."3 The communion bread and wine are just bread and wine, but for the believer they become Christ's body and blood. Rationally speaking, a representational painting is just pigment on canvas; and a minimalist sculpture, just shaped metal. But in what Arthur Danto calls the "transfiguration of the commonplace," "a work of art...has qualities to attend to which its untransfigured counterpart lacks...We are dealing with an altogether different order of things."4 Greenberg became a totem. He was not just an important writer whose arguments entitled him to reasonable respect. The mere mention of his name invoked irrational fears.Greenberg was obsessed with tradition. Abstract Expressionism was rooted in early modernism, so that the era from Manet through Pollock defined a period style. Greenberg's historiography may seem inescapable. How can a young painter be understood except by seeking precedents for her achievement? Cannot the now famous artists who emerged in the 1980s be understood in these terms? Barbara Kruger comes out of John Heartfield and dada... (shrink)

Environmental landscaping is known to build, plan, and manage landscapes that consider the ecology of a site and produce gardens that benefit both people and the rest of the ecosystem. Landscaping and the environment are combined in landscape design planning to provide holistic answers to complex issues. Seeding native species and eradicating alien species are just a few ways humans influence the region’s ecosystem. Landscape architecture is the design of landscapes, urban areas, or gardens and their modification. It comprises the (...) construction of urban and rural landscapes via coordinating the creation and management of open spaces and economics, finding a job, and working within a confined project budget. There was a lot of discussion about global warming and water shortages. There is a lot of hope to be found even in the face of seemingly insurmountable obstacles. AI is becoming more significant in many urban landscape planning and design elements with the advent of web 4.0 and Human-Centred computing. It created a virtual reality-based landscape to create deep neural networks (DNNs) to make deep learning (DL) more user-friendly and efficient. Users may only manipulate physical items in this environment to manually construct neural networks. These setups are automatically converted into a model, and the real-time testing set is reported and aware of the DNN models that users are producing. This research presents a novel strategy for combining DL-DNN with landscape architecture, providing a long-term solution to the problem of environmental pollution. Carbon dioxide levels are constantly checked when green plants are in and around the house. Plants, on either hand, remove toxins from the air, making it easier to maintain a healthy environment. Human-centered Artificial Intelligence-based web 4.0 may be used to assess and evaluate the data model. The study findings can be sent back into the design process for further modification and optimization. (shrink)

1- The first period of human life in prehistoric times was known as the period of food gathering economy, as it depended on gathering wild plants and hunting animals, and made simple tools and machines from stones and animal bones that were used in hunting, and used tree leaves and animal skins to make clothes. As for the second period, the Neolithic era, it was known as the period of food production economy when he learned agriculture and domesticated animals. Agriculture (...) was initially described as meeting the need and was cultivated in small areas and in one season. 2- When he learned the life of stability and lived in permanent villages, the oldest of which is the village of Jarmo, many tools were found made of flint, stone vessels, spoons and pottery. In addition, the village contained permanent houses and clay ovens for making bread, fireplaces, basins, stoves and clay dolls. 3- Domesticating animals, especially goats, sheep and pigs, benefiting from their meat, cheese, skins and fat to make oils, and domesticating dogs. 4- The most important crops that he cultivated were wheat and barley, and later in other areas he cultivated lentils, flax and legumes. 5- In the Stone Age, he learned fertilization and artificial irrigation. He cultivated large areas and had a surplus in production, which prompted him to make large-sized stores to store the surplus, noting that the stores had existed since the era of Hassouna, but they were small. He also learned trade and the barter system and the discovery of metals. Specialization in work and division of labor appeared, and other crafts and professions appeared. The pottery wheel, spinning and weaving discs, and seals were invented. 6- Wool and hair of sheep and goats and some plants such as flax were used to make clothes using spinning discs. 7- Many pottery vessels of different sizes and shapes were found, and they contained drawings, decorations, engravings, and colors of great precision, some of which were made by hand and others with a pottery wheel. Tools and machines were made of copper. 8- Moving to the south and the emergence of large cities, carrying out irrigation projects, and the emergence of the first systems of government. 9- A change and development occurred in the human mind, benefiting from the natural environment and the wealth it contains that could serve him as a result of the development of social, cultural and economic life. 10- Plant cultivation and domestication were coupled with animal husbandry and domestication, as both complement each other in terms of benefit. Because of them, other crafts and professions emerged, including the manufacture of tools and machines, pottery and weaving. Trade also flourished as a result of an increase in the surplus and the increase in labor. 11- Learning how to extract oils and methods of obtaining them from plants and animals which was of great importance because it had multiple uses, especially in cooking, and the demand for it increased in trade. 12- Plant and animal wealth played an important role in its prosperity and economic recovery, as it represented the backbone of the economy of Mesopotamia. 13- Our information about animals and plants came from cuneiform texts and seals that show scenes of hunting animals, scenes of grazing sheep, scenes of ears of wheat and plants, and from murals on the walls of palaces, scenes of barns designated for raising animals, scenes of relief and three-dimensional sculptures that show domesticated domesticated animals, and scenes of hunting predatory animals. (shrink)

There is growing evidence that plants possess abilities associated with cognition, such as decision-making, anticipation and learning. And yet, the cognitive status of plants continues to be contested. Among the threats to plant cognitive status is the ‘Representation Demarcation Challenge’ which points to the absence of a seemingly defining aspect of cognition, namely, computation over representation with non-derived content. Defenders of plant cognition may appeal to post-cognitivist perspectives, such as enactivism, which challenge the assumptions of the Representation (...) Demarcation Challenge. This points to an impasse in the debate over plant cognition as it collapses into perennial disagreements over the best way to conceptualise the very nature of cognition. I propose a path that allows us to bypass this quagmire by reconceiving the question of what is cognitive about ‘plant cognition’ in terms of a quest to map the many possible adaptive capacities and behaviours more-or-less associated with cognition, alongside their underlying processes and mechanisms. In turn, we can examine the degrees of similarity between plants and more paradigmatically cognitive creatures. The ‘piecemeal approach’ thus shifts attention away from the abstract and dichotomous question of whether plants are cognitive and towards a series of more precise questions about the many ways and extent to which plants possess features associated with cognition. Ultimately, I suggest, the value of viewing plants through a cognitive lens may lie less in determining whether they are bona fide cognitive creatures and more in guiding research into concrete abilities and their underlying causes. (shrink)

The defining principle of evolutionary biology is that all species, extant and extinct, evolved from ancient prokaryotic cells. Their initial appearance and adaptive evolution are proposed to have been accompanied by a cellular sentience, by feelings, subjectivity or, in a word, 'consciousness'. Prokaryotic cells, such as archaea and bacteria, have natural unitary, valence-marked 'mental' representations. They process and evaluate sensory information in a context-dependent manner. They learn, establish memories, and communicate using biophysical fields acting on excitable membranes. Symbiotic eukaryotic cells, (...) which evolved much later, initiated a compound cellular subjectivity utilizing 'senomic' and 'ephaptic' principles that evolved into the varieties of consciousness seen in multicellular species. This Cellular Basis of Consciousness (CBC) model provides a novel framework within which to approach fundamental issues such as the origins of life and the emergence of mind. (shrink)

This article examines to what extent a particular case of cross-disciplinary research in the 1930s was structured by mechanistic reasoning. For this purpose, it identifies the interfield theories that allowed biologists and chemists to use each other’s techniques and findings, and that provided the basis for the experiments performed to identify plant growth hormones and to learn more about their role in the mechanism of plant growth. In 1930, chemists and biologists in Utrecht and Pasadena began to cooperatively (...) study plant growth. I will argue that these researchers decided to join forces because they believed to rely on each other’s findings and methods to solve their research problems adequately. In the course of the cooperation, organic chemists arrived at isolating plant growth hormones by using a test method developed in plant physiology. This achievement, in turn, facilitated biologists’ investigation of the mechanism of plant growth. Researchers eventually believed to have the means to study the relation between a substance’s molecular structure and its physiological activity. The way they conceptualized the problem of identifying hormones and unraveling the mechanism of plant growth, as well as their actual research actions are compatible with the new mechanists’ account of mechanism research. The study illustrates that focusing on researchers’ mechanistic reasoning can contribute considerably to explaining the structure of cross-disciplinary research projects. (shrink)

Before World War II, Taiwan became the second-largest coca leaf production base in Asia, second only to Java, contributing to Japan's position as the world's largest exporter of cocaine. While Japan's opium empire has been the subject of extensive academic inquiry, its coca empire has received far less attention. This article explores Taiwan's role in Japan's dual empire of opium and coca, focusing on the environmental and historical factors that enabled the island to rapidly expand coca production. It finds that, (...) in addition to Taiwan's favorable climate for coca cultivation, the island's long-established tea industry provided mature techniques for harvesting and drying the coca leaves. Furthermore, the sugar company supplied the necessary equipment and capital for the extraction of cocaine, becoming a key resource in the industry's development. Learning from the limitations of the opium monopoly—where raw materials were increasingly constrained by international markets—the colonial government sought to promote self-sufficiency in coca production. This strategy not only ensured a stable supply of raw materials but also allowed the coca industry to balance for the declining incomes from opium as international controls tightened. From all angles, the coca industry met Japan's expectations as a “promising drug.”. (shrink)

It remains at best controversial to claim, non-figuratively, that plants are cognitive agents. At the same time, it is taken as trivially true that many animals are cognitive agents, arguably through an implicit or explicit appeal to natural science. Yet, any given definition of cognition implicates at least some further processes, such as perception, action, memory, and learning, which must be observed either behaviorally, psychologically, neuronally, or otherwise physiologically. Crucially, however, for such observations to be intelligible, they must be (...) counted as evidence for some model. These models in turn point to homologies of physiology and behavior that facilitate the attribution of cognition to some non-human animals. But, if one is dealing with a model of animal cognition, it is tautological that only animals can provide evidence, and absurd to claim that plants can. The more substantive claim that, given a general model of cognition, only animals but not plants can provide evidence, must be evaluated on its merits. As evidence mounts that plants meet established criteria of cognition, from physiology to behavior, they continue to be denied entry into the cognitive club. We trace this exclusionary tendency back to Aristotle, and attempt to counter it by drawing on the philosophy of modelling and a range of findings from plant science. Our argument illustrates how a difference in degree between plant and animals is typically mistaken for a difference in kind. (shrink)