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An Aesthoecological Approach to Professional Learning Communities: Analyzing With CARE

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In this chapter, we explain the educational theory of aesthoecology (Turner, 2019) and its relevance and usefulness to supporting the development of professional learning communities (Hord, 1997). Aesthoecology can be described as an ‘ontoepistemology’ that fuses a theory of being with a theory of knowledge and deals with the affective, connected and temporal aspects of education. While the aesthetic aspect of aesthoecology – appearance and feelings/sensation – concerns the affective domain, the ecological aspect – spaces, places, and relationships – concerns connectedness. We use the example of the professional learning communities fostered in the Visual arts education in new times: Connecting Art with REal Life issues (CARE) Erasmus+ research project, which brings together academics, trainee teachers, teachers and artists, in exploring education for sustainable development (ESD) through visual arts education (VAE) in primary schools. Our argument is that aesthoecology offers a rich language with which to articulate shared values and goals in these communities.

Keywords: aesthetics ; art ; ecology ; education ; environment ; epistemology ; ontology ; sustainability ; teaching ; theory ; values

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References

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References

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  2. Arts Assessment for Learning. (2019). Learning communities. http://artsassessmentforlearning.org/communities/
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  4. Bennett, N., Harvey, J. A., Wise, C., & Woods, P. A. (2003). Distributed leadership: A desk study. Kingston: National College for School Leadership. https://oro.open.ac.uk/8534/1/bennett-distributed-leadership-full.pdf
     [Google Scholar]
  5. Braidotti, R. (2013). The posthuman. UK: Reality Press.
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  6. British Educational Research Association [BERA]. (2018). Ethical guidelines for educational research (4th ed.). BERA. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online
  7. Conroy, J. C. (2004). Betwixt and between: The liminal imagination, education and democracy. Bern: Peter Lang.
     [Google Scholar]
  8. DeLanda, M. (2016). Assemblage theory. Edinburgh: Edinburgh University Press.
     [Google Scholar]
  9. Denzin, N. K. (2016). Interpretive autoethnography. In S. H. Jones, T. Adams & C. Ellis (Eds.), Handbook of autoethnography (pp. 73–94). London: Routledge.
     [Google Scholar]
  10. DfE. (2012). Teacher standards. https://www.gov.uk/government/publications/teachers-standards
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  12. Hall, E. (Ed.). (2022). Professional learning communities in a project connecting primary art education with education for sustainable development. Report of intellectual output 5, project CARE. Cyprus: Frederick University. http://care.frederick.ac.cy/docs/CARE_IO5.pdf
     [Google Scholar]
  13. Hall, E., & Turner, C. (2021). Aesthoecology and its implications for art and design education: Examining the foundations. International Journal of Art and Design Education, 40(4), 761–772. https://doi.org/10.1111/jade.12387
  14. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
     [Google Scholar]
  15. Horvath, A., Thomassen, B., & Wydra, H. (Eds.). (2018). Breaking boundaries: Varieties of liminality. Oxford: Bergahn Books.80
     [Google Scholar]
  16. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
     [Google Scholar]
  17. MacCormack, P., & Gardner, C. (Eds.). (2018). Ecosophical aesthetics: Arts, ethics and ecology with Guattari. London: Bloomsbury Academic.
     [Google Scholar]
  18. Mäkelä, M., & Löytönen, T. (2017). Rethinking materialities in higher education. Art, Design and Communication in Higher Education, 16(2), 241–258. https://doi.org/10.1386/adch.16.2.241_1
     [Google Scholar]
  19. Merry, M. (2020). Educational justice: Liberal ideals, persistent inequality, and the constructive uses of critique. London: Palgrave Macmillan.
     [Google Scholar]
  20. Morton, T. (2013). Hyperobjects. Minneapolis, MN: University of Minnesota Press.
     [Google Scholar]
  21. Osberg, D. (2018). Education and the future. In R. Poli (Ed.), Handbook of anticipation. New York, NY: Springer. https://doi.org/10.1007/978-3-319-31737-3_88-1
     [Google Scholar]
  22. Prigogine, I., & Stengers, I. (1984). Order out of chaos: Man's new dialogue with nature. New York, NY: Bantam Books.
     [Google Scholar]
  23. Scherff, L. (2018, January 4). Distinguishing professional learning from professional development. Denver, CO: Institute of Education Sciences: Regional Educational Laboratory Program. https://ies.ed.gov/ncee/edlabs/regions/pacific/blogs/blog2_DistinguishingProfLearning.asp
     [Google Scholar]
  24. Turner, C. (2019). Education as aesthoecology [Doctoral dissertation, University of Exeter]. Open Research Exeter. http://hdl.handle.net/10871/40105
  25. Turner, C., & Hall, E. (2021). Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. In J. Power & C. Owen (Eds.), Innovative practice in higher education. GLAD-HE special edition. Staffordshire: The University of Staffordshire. http://journals.staffs.ac.uk/index.php/ipihe/article/view/219?fbclid=IwAR0Qt8ASHc9wEClYiGp6RzAfMFk84Dq9PtvDWs-N4ewnb47DFClP_tB6Enw
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  27. UNESCO. (n.d.). UNESCO and sustainable development goals. https://en.unesco.org/sustainabledevelopmentgoals
  28. Žukauskaitė, A. (2020). Gaia theory: Between autopoiesis and sympoiesis. Prolemos, 98, 141–153. https://doi.org/10.15388/Problemos.98.13
     [Google Scholar]

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