natural history | biocentrism | ends & means | education
Had blood drawn again today. White counts were good this time around but RBC and hemoglobin were still on the low side. I wasn't especially surprised since even now when I am feeling almost normal most of the time, I get tired quickly with any kind of physical exertion. Nothing much else to report I guess...last day of teaching for the semester at BSU with just two final to go next week. Still behind on grading but making some progress.
Strong opinions justified only by insatiable curiosity and an open mind -- zero tolerance for willfully ignorant ranting and blind allegiance to ideology. My 'blog title echoes Charles Darwin's phrase "there is a grandeur in this view of life" and also reflects my own research interests regarding worldview constraints in education. I regard a worldview as a basic orientation toward life and, in particular, toward questions of purpose and meaning, ends and means. As a science educator, I often feel frustrated with student worldviews that seemingly prevent learning about certain topics -- especially those regarding evolution and a naturalistic understanding of human experience. Cluster analysis of classroom surveys suggested that there were (at least) four distinctive and coexisting worldviews. Following Stephen Pepper, I categorize these orientations as Formist, Mechanist, Organicist, and Contextualist worldviews. Worldview V is then, among other things, an exploration of the origins and relationships among worldviews -- a meta-worldview of sorts ... Please feel free to add your comments and critiques. Thank you for reading my 'blog! /dps
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