On the Origin of the Dragon: Evolving a Transdisciplinary Research Pedagogy

• In Event: Animals in Environmental Education: Interdisciplinary Approaches to Curriculum and Pedagogy

Abstract

Abstract: Animals are a critical connector point for undergraduate engagement in environmental studies. Giving voice to mythical animals sheds light on conversations about pedagogy (Stoneman, Poli & Dooley, 2015). The dragon, a beast of power and intrigue, may have been created when humans interacted with their environment, specifically coal. Coal seams contain copious Carboniferous (300 million years ago) plant fossils worldwide that resemble reptile skin and body parts; when mapped alongside dragon folklore locations a strong correlation is shown (Poli & Stoneman, in publication). Before people understood fossils, it is easily imagined that mythical beasts (Mayer, 2000; Poli & Stoneman, in publication) were created to explain the natural world.

Purpose: This presentation will highlight the efficacy of our pedagogical model and address the challenges inherent in working across disciplines. Student perspectives on the project and learning outcomes will be included to illustrate the value of think tanks on the organic growth of individual projects. Using the dragon as metaphor to engender student learning and positive action on the environment allows the dragon to serve as either villain or hero, dependent on need.

Theoretical perspective: The rationale for transdisciplinarity as a theoretical paradigm does not infer a hierarchy of quality. We define transdisciplinarity as study or research working beyond any discipline-specific methodology or paradigm to construct new conceptual knowledge that is complex (Piaget, 1972; Nicolescu, 2007; Klein, 2013; Harvard, 2016).

Methods, techniques, or modes of inquiry: The project is continually broken apart and reconstructed, modeling the organic process of real-world science as it evolves to solve the world’s messy problems. The method follows a central question and involves multiple stakeholders.

Data sources, evidence, objects, or materials: Participants in this research team were exposed to the following scientific topics: role of fossils for paleoecological study, modern ecology, oil/coal harvesting, mountain top removal, geology, and museum studies. In addition to scientific content, the group collectively reexamined fossil/natural history collections through the lens of many disciplines (arts, humanities, social sciences, mathematics), inspiring student (art, literature books, activity biology book, manuscripts) and scholar (art, poetry, manuscripts) output. The group produced a crossover science-art exhibit, the first Dragon Festival for a state natural history museum, and a textbook.

Results: The history of the project’s success includes long term student buy-in and dedication to the project vision, student recruitment of other students and scholars over several years, increasingly complicated student projects, and divergent project paths that lead to independent research. The dragon also connects to multiple cultures, addressing cultural literacy through science.

Significance of the work: Human observations led to scientific understanding. Science must reflect on these historical connections and examine how modern culture influences science. Such inclusion connects people to the scientific process, increasing scientific literacy and reinterpretation of natural history collections. The plant fossil-folklore hypothesis and the beast of environmental destruction are two representations of the dragon metaphor. Caring for the dragon creates a passionate learning environment allowing teachers to turn empathy for the dragon toward education goals.

Authors

• Dorothybelle Poli, Roanoke College

• Lisa Stoneman, Roanoke College