Author
Glenn C. Sutter
Bio: Glenn C. Sutter is an academic researcher. The author has contributed to research in topics: Musical composition & Work (electrical). The author has an hindex of 4, co-authored 4 publications receiving 55 citations.
Papers
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TL;DR: In this paper, the authors present a challenging and necessary book that takes aim at a critical and ever-growing issue that deserves to be discussed in museums and other parts of the heritage field.
23 citations
TL;DR: In this paper, the authors examined nature connection, well-being, and spontaneous wellbeing goals as a function of exposure to museum exhibits or parks, and found that natural history museums and parks provide public settings in which people are more likely to be receptive to environmental information and...
23 citations
TL;DR: This article conducted two field studies to examine whether songwriting retreats held in a natural setting would increase nature connectedness, as well as improve emotional well-being and performance on a cr...
Abstract: We conducted two field studies to examine whether songwriting retreats held in a natural setting would increase nature connectedness, as well as improve emotional well-being and performance on a cr...
15 citations
TL;DR: The authors reviewed a recent climate change book for this special issue of Museum Management and Curatorship, and agreed to review it with a quiet sigh of exasperation, but with some reservations.
13 citations
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01 Jan 2002
TL;DR: In this article, Gale et al. discuss the relationship between social constructivism and social constructionism in the context of education and the role of the teacher in assisting the learner's construction of cultural knowledge.
Abstract: Contents: J. Gale, Preface. Part I:Radical Constructivism and Social Constructionism. E. von Glasersfeld, A Constructivist Approach to Teaching. K.J. Gergen, Social Construction and the Educational Process. J. Shotter, In Dialogue: Social Constructionism and Radical Constructivism. J. Richards, Construct[ion/iv]ism: Pick One of the Above. Part II:Information-Processing Constructivism and Cybernetic Systems. F. Steier, From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description. R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. K. Tomm, Response to Chapters by Spiro et al. and Steier. P.W. Thompson, Constructivism, Cybernetics, and Information Processing: Implications for Technologies of Research on Learning. Part III:Social Constructivism and Sociocultural Approaches. H. Bauersfeld, The Structuring of the Structures: Development and Function of Mathematizing as a Social Practice. J.V. Wertsch, C. Toma, Discourse and Learning in the Classroom: A Sociocultural Approach. C. Konold, Social and Cultural Dimensions of Knowledge and Classroom Teaching. J. Confrey, How Compatible Are Radical Constructivism, Sociocultural Approaches, and Social Constructivism? Analysis and Synthesis I: Alternative Epistemologies. M.H. Bickhard, World Mirroring Versus World Making: There's Gotta Be a Better Way. Part IV:Alternative Epistemologies in Language, Mathematics, and Science Education. R. Duit, The Constructivist View: A Fashionable and Fruitful Paradigm for Science Education Research and Practice. G.B. Saxe, From the Field to the Classroom: Studies in Mathematical Understanding. N.N. Spivey, Written Discourse: A Constructivist Perspective. T. Wood, From Alternative Epistemologies to Practice in Education: Rethinking What It Means to Teach and Learn. E. Ackermann, Construction and Transference of Meaning Through Form. D. Rubin, Constructivism, Sexual Harassment, and Presupposition: A (Very) Loose Response to Duit, Saxe, and Spivey. Part V:Alternative Epistemologies in Clinical, Mathematics, and Science Education. E. von Glasersfeld, Sensory Experience, Abstraction, and Teaching. R. Driver, Constructivist Approaches to Science Teaching. T. Wood, P. Cobb, E. Yackel, Reflections on Learning and Teaching Mathematics in Elementary School. P. Lewin, The Social Already Inhabits the Epistemic: A Discussion of Driver Wood, Cobb, and Yackel and von Glasersfeld. J. Becker, M. Varelas, Assisting Construction: The Role of the Teacher in Assisting the Learner's Construction of Preexisting Cultural Knowledge. E.H. Auerswald, Shifting Paradigms: A Self-Reflective Critique. Analysis and Synthesis II: Epsitemologies in Education. P. Ernest, The One and the Many. Analysis and Synthesis III: Retrospective Comments and Future Prospects. L.P. Steffe, Alternative Epistemologies: An Educator's Perspective. J. Gale, Epilogue.
1,030 citations
TL;DR: Clayton and Opotow as mentioned in this paper defined environmental identity as a meaningful source of self-definition, and found that environmental identity relates to values, attitudes and behaviors, and that children use either anthropocentric or biocentric ways to think about the nonhuman environment.
Abstract: Review: Identity and the Natural Environment: The Psychological Significance of Nature By Susan Clayton and Susan Opotow (Eds.) Reviewed by Pramod K. Nayar University of Hyderabad, India Susan Clayton and Susan Opotow (Eds.). Identity and the Natural Environment: The Psychological Significance of Nature. Cambridge, Mass. and London: The MIT Press, 2003. 353 pp. ISBN 0-262-53206-9 (pbk) US $ 29.00 The Clayton-Opotow volume is a useful primer on identity and the environment. Since both "identity" and "nature" are slippery terms, the introduction sets out their parameters. Personal identity emerges in a social context that includes interpersonal and group memberships. Thus identity has a cultural and social aspect. The experience of nature is rooted in a social and cultural experience. Environmental identity can be conceptualized as occurring along a continuum. Identity and the Natural Environment is divided into sections based on the degree of social influence on environmental identity, ranging from the minimal to the strong. Steven J. Holmes in the opening essay surveys the available literature/theories on identity and the natural environment. The first section of the book deals with a minimal degree of social influence, and is therefore titled "Experiencing Nature as Individuals." Susan Clayton's essay defines environmental identity as a meaningful source of self-definition. Her research findings demonstrate conclusively that environmental identity relates to values, attitudes and behaviors. Gene Myers and Ann Russell examine the human-natural interactions that produce an environmental identity. Ulrich Gebhard et al analyze how children use human identity to construct an anthropomorphic identity for natural objects. They demonstrate how such a construction of identity - interpreting human identity in terms of nature or natural objects, what they term "physiomorphism" (as opposed to "anthropomorphism") - enables children to develop a form of empathy with nature. Peter Kahn, Jr. comes to a similar conclusion in his research on children and the environment, arguing that children use either anthropocentric or biocentric ways to think about the non-human environment. He suggests that environmental identity must be talked about in terms of both multiplicity and unity. Elisabeth Kals and Heidi Ittner also focus on children, specifically their motives for nature-protective behavior. They conclude that nature-protective behavior in children stems from a combination of emotional attachment to nature and moral concern about threats to nature. In Section II of the book, the essays deal with moderate social influence on environmental identity. Focusing on social and community contexts, the essays in this section research the concerns about environmental justice constructed at local levels. Linda Kalof looks at the ways in which humans think about animals, locating such attitudes within the matrix of race and ethnicity. …
372 citations
Simon Fraser University1, Uppsala University2, University of Victoria3, Academy of Sciences of the Czech Republic4, University of the Witwatersrand5, University of Wisconsin-Madison6, University College London7, University of Maryland, College Park8, Rice University9, University of California, Santa Barbara10, European University Viadrina11, University of Calgary12, Stanford University13, University of Western Ontario14, University of Northern British Columbia15, University of North Carolina at Chapel Hill16
TL;DR: The aim of this research is to showcase the variety of questions that reflect the broad scope for historical-ecological research trajectories across scientific disciplines and highlight meaningful trends in historical ecology that distill the field down to three explicit findings.
Abstract: This paper presents the results of a consensus-driven process identifying 50 priority research questions for historical ecology obtained through crowdsourcing, literature reviews, and in-person workshopping. A deliberative approach was designed to maximize discussion and debate with defined outcomes. Two in-person workshops (in Sweden and Canada) over the course of two years and online discussions were peer facilitated to define specific key questions for historical ecology from anthropological and archaeological perspectives. The aim of this research is to showcase the variety of questions that reflect the broad scope for historical-ecological research trajectories across scientific disciplines. Historical ecology encompasses research concerned with decadal, centennial, and millennial human-environmental interactions, and the consequences that those relationships have in the formation of contemporary landscapes. Six interrelated themes arose from our consensus-building workshop model: (1) climate and environmental change and variability; (2) multi-scalar, multi-disciplinary; (3) biodiversity and community ecology; (4) resource and environmental management and governance; (5) methods and applications; and (6) communication and policy. The 50 questions represented by these themes highlight meaningful trends in historical ecology that distill the field down to three explicit findings. First, historical ecology is fundamentally an applied research program. Second, this program seeks to understand long-term human-environment interactions with a focus on avoiding, mitigating, and reversing adverse ecological effects. Third, historical ecology is part of convergent trends toward transdisciplinary research science, which erodes scientific boundaries between the cultural and natural.
94 citations
TL;DR: In this paper, the authors report a reduced reliance on case study and qualitative research, towards a significant increase in the use of quantitative methods to investigate and analyse the data gathered in relation to management issues experienced at sites, highlighting the need for researchers to combine academic and practitioner needs to support the sector with relevant and accessible research.
92 citations
TL;DR: In this article, a review of the actual and potential effects of climate change on cultural heritage and its management with special reference to heritage tourism is presented, which is relevant to understanding the broader pressures of environmental and global change on the management of heritage tourism sites, and cultural heritage in particular, in the Anthropocene.
Abstract: This paper reviews some of the actual and potential effects of climate change on cultural heritage and its management with special reference to heritage tourism. This analysis will help to identify knowledge gaps and issues in relation to different types of heritage, management strategies and policy-making, as well as enabling an understanding of the potential significance of climate change impacts in a regional, national and international setting. The analysis is also relevant to understanding the broader pressures of environmental and global change on the management of heritage tourism sites, and cultural heritage in particular, in the Anthropocene.
59 citations