NOTES
1. Cited in Leggo, 1997.
2. Prigogine, 1996: 189.
3. Martin-Smith, 1995: 35.
4. L'Engle, 1978.
5. Doll, 1993.
6. Prigogine & Stengers, 1984.
7. Griffin, 1988.
8. Gablik, 1991.
9. Moore, 1996.
10. Moore, 1996.
11. Berman, 1986; Griffin, 1988; Gablik, 1991. There are others who write
about reenchantment of the world and of science. Among them Ken Wilber,
1998; Isabelle Stengers and Illia Prigogine, in Stengers, 1997.
12. Gablik, 1991: 164.
13. I write re-enchantment rather than reenchantment to indicate that currently,
we are simply changing the direction of our enchantment. Many authors
refer to the so-called modern epoch as time of disenchantment. In We Have
Never Been Modern, Bruno Latour (1995) argued that we have never been
modern since we have never been truly disenchanted. Modernity is rather
enchantment with disenchantment. It is enchantment with possibilities
to separate nature from culture and to reduce the whole world out-there
to manageable fragmented pieces.
14. Doll, 1993.
15. Heidegger, 1962.
16. Gablik, 1991: 164. The different awareness Gablik refers to is the
holistic awareness of being deeply unified with the rest of the world.
17. Gablik, 1991: 165.
18. Whitehead cited in Griffin, 1993:166.
19. Johnna Haskell conceptualizes a freefall pedagogy as a space of open
possibilities and radical transformations. In Haskell, 2000.
20. Minutes of teaching mechanistic science is my story of teaching physical
chemistry in the community college. At that time, the mechanistic science
was the only science I knew.
21. I taught this course for three successive years. Days of the Physical
Science in Elementary Schools Course (a soap opera), that reappears throughout
the entire manuscript, is the story of my attempts to apply my emerging
visions into pedagogical practice.
22. I organized this club with the purpose of exploring possibilities for
informal teaching and learning re-enchanted science. The science video
club gave me a priceless opportunity to be connected with young people
not as a teacher or researcher, but as one of them.
23. The term coined by Ahsen, 1965.
24. Austin Dobson, cited in Splitter, 1997: 10.
25. Prigogine, 1996: 185.
26. Rasberry, 1997: 10.
27. Sheldrake, 1990:75
28. In Heyneman, 1993.
29. Whitehead, cited in Heyneman, 1993: 23.
30. Stengers, 1997: 35.
31. From Prigogine's and Stenger's chapter The Reenchantment of the World,
in Stengers, 1997.
32. Griffin, 1988: 5.
33. Wilber, 1988:177
34. Quinn, 1997.
35. Quinn, 1997: 269.
36. In Quinn, 1997.
37. Kanze Motokiyo Zeami cited in Heyneman, 1993: 147.
38. Dante Alighieri, The Divine Comedy. Cited in Hardy, 1987: 144.
39. L'Engle, 1978: 87.
40. Doll, 1989: 243.
41. Wolf, 1991: 35.
42. From the K-7 British Columbia Ministry of Education Programs (Integrated
Resources Package), IRP
43. BC K-7 Science IRP: 2.
43. Ibid: 15.
44. Ibid: 68.
45. Fels, 1999: 106.
46. Mashadi, 1997: 1.
47. Quinn, 1997.
48. L'Engle, 1978.
49. Doll, 1993: 91.
50. Stengers, 1997: 7.
51. Bardbury, 1998.
52. Covenvey & Highfield, 1995: 32.
53. The Henri Bernard's experiment described in Capra, 1996: 86.
54. Prigogine, cited in Kirk, 1991: 24.
55. Prigiogine & Stengers, 1984.
56. In terms of thermodynamics, an isolated system does not exchange anything
with an environment; a closed system exchanges energy, and an open system
exchanges matter and energy.
57. Prigogine & Stengers, 1984.
58. Prigogine, 1996: 3.
59. Sardar & Abrams, 1999: 84.
60. Barrow, 1999: xxii.
61. Alfred North Whitehead, cited in Prigogine, 1996: 189.
62. These are expressions of Prigogine and Stangers from their book Order
out of Chaos, 1984.
63. Stengers & Prigogine, The Reenchantment of the World, in Stengers,
1997: 15.
64. Fels, 1999: 32.
65. Doll, 1993: 163.
66. Pribram &King, 1996.
67. Cherkes-Julkowski, 1996; Doll, 1993; Davis & Sumara, 1997; Jannone,
1995; Rea,1997; Rea & Ambrose, 1999; Fels, 1999.
68. Coveney & Highfield, 1995: 167.
69. Rea & Ambrose, 1999: 1.
70. Ibid: 10.
71. Cited in Rea & Ambrose, 1999.
72. Stadler,Vetter, Haynes & Kruse, 1996.
73. Rea & Ambrose, 1999: 4.
74. Laroche, 1997.
75. Doll, 1993: 164.
76. Ibid: 164.
77. John Muir, cited in Dillard, 1999: 63.
78. From the teaching team's field lesson in the elementary school.
79. Kauffman, 1995.
80. Fels, 1999: 155.
81. Ibid: 160.
82. Cherkes-Julkowski, 1996.
83. Dillard, 1999: 199.
84. Laszlo, 1995: 4.
85. Laszlo, 1995: 5.
86. From the David Bohm's chapter Postmodern Science and a Postmodern
World in Griffin, 1988.
87. Bohm, 1973. He uses the word order not as an indication of a rigid
structure, but as a design of the world. For instance, the ancient order
of the world was the earth in the center of the universe.
88. Laszlo: 1995.
89. Wade: 1996.
90. Carl Jung in Laszlo, 1995: 135.
91. Paul Valery, quoted in Heyneman, 1993.
92. Dillard, 1999:13
93. Wilber, 1997: 79
94. Herbert, 1993: 61.
95. L'Engle, 1978: 87.
96. Griffin et al, 1993: x.
97. Talbot, 1993: 50.
98. Rilke, cited in Spiller, 1997: 136.
99. Laszlo, 1995.
100. L'Engle, 1978: 58.
101. Watts, 1966: 117.
102. Swimme, 1988: 49.
103. Miller, 1996.
104. Whitehead, cited in Sheldrake, 1990: 80.
105. Sheldrake, 1990: 80.
106. Berry, 1986: 19.
107. Bohm cited in Talbot, 1991.
108. Wilber, 1997.
109. Doll, 1993: 147.
110. Leggo, 1997: 28.
111. This poem is written by one of the elementary students. In Leggo,
1997: 27.
112. Lawrence, cited in Nachmanovich, 1993
113. Wilber, 1985: 4. What is spirit? Ken Wilber synthesized cross-cultural
and cross-temporal definitions of spirit as the One, the Truth, the Higher
Self, Godhead, Higher Self, Universal Mind, State of states, Condition
of conditions, Nature of natures, Superconsciousness, Transcendental summit
of our being, Primordial emptiness, Chaos.
114. Pierce, 1977:7
115. Lloyd, 1999: 1.
116. Lloyd, 1999: 6.
117. Neutopia, 1994: 20.
118. Ahsen, 1965: 59.
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