They include a call for teaching empathy, peace, the inter-connectivity of the disciplines,
an ecological and cultural re-visioning and likewise a re-visioning of the ever apparent
corporatization of education. The following selection of papers displays a pronounced
awareness of the conference theme and its focus on seeking creative solutions toward the
revitalization of education and schooling. These are forward looking contributions. At the
same time they are grounded in careful attention to the bases upon which solutions to
problems may be found. These consist in the various bodies of existing scholarship which
undergird the contributions of our authors and by reference to which their own creative
endeavors are made sustainable and worthy of our attention.
In the first article, dual attention to a body of scholarly inquiry that undergirds her
analysis and a search for possibilities for revitalization is as evident in Audrey Dentith’s
paper, “Revitalizing the Cultural Commons: A Philosophy to Thwart Ecological
Degradation” as in any of the papers that follow. Dentith directs attention to the work of
Gregory Bateson and draws on the widely recognized contributions of Chet Bowers in
emphasizing the notion of the cultural commons as a necessary counterforce to ecological
degradation. She highlights both the force of arguments of these authors as well as others
and she considers how education and schooling may contribute to revitalizing the cultural
commons. In doing so she captures well the central concerns expressed in this body of
literature on matters such as the dangers of capitalism, over-reliance on the techno-
scientific knowledge, privatization or commodification of the commons. She calls us to
reclaim the commons. A special feature of her treatment is her view of the responsibility
of university educators to promote “understanding the importance of conserving the life-
renewing capacity of natural systems and of the intergenerational knowledge and skills to
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