Given that educators have a desire to support students deepening beyond surface curiosity to deeper learning, what can ecopsychology offer? What might deeper learning look like, including in online learning contexts?
As a follow-up to a recent post about grappling with grief as a way through to shifted perspectives and greater empathy, including grappling with Earth grief, I want to open an exploration of deeper learning. I noticed in two current online course discussions, how students can move towards convivial kibbitzing and avoid deeper lines of inquiry.
Is this because of a tension between relationship building and a fear of online attack, particularly because of intersectional dynamics with fewer interpersonal cues, including along dimensions of genders, sexualities, and social constructions of race? In feminist education this has sometimes been termed a "cozy" environment. We can all stay safe by agreeing, right? Here's a few online social technologies that can open things up:
- Brave space guidelines can open up discussions (Backgrounder: Arao & Clemens, 2013; Guidelines for Brave Communication (AWARE-LA, n.d.)
- Approaches that elicit deeper, creative and evaluative critical and innovative thinking, leveraging the inversion of Bloom's Taxonomy such that creative work is the zenith; its horizontalization in the Bloom's Rose (see Figure 2), applied to thinking and learning