All posts by Dr. Rosalind Warner

My background includes graduate work in Political Science at York University's Centre for International and Security Studies, a one-year travel-study tour around the world focused on issues of peace and conflict resolution, and almost 20 years of teaching subjects from International Development to Canadian government.  I have researched and published on topics like ecological modernization, global environmental governance issues, protected areas governance in North America, environmental discourses, disaster risk reduction, global health, and environment and trade in Canadian foreign policy.  I am Associate Editor of the Canadian Journal of Development Studies, past editor of Unsettled Balance: Ethics, Security and Canada’s International Relations, and Ethics and Security in Canadian Foreign Policy, both with UBC Press. Recent article:  Governance for resilience: Canada and global disaster risk reduction, Canadian Foreign Policy Journal, 26:3, 330-344, DOI: 10.1080/11926422.2019.1699129.  I am Co-Director, along with Andy Knight, of the Canadian Defence and Security network’s Global Health Security Theme. I am a Research Fellow with the Earth System Governance Project, Chair of the local Steering Committee of the Global Empowerment Coalition of the Central Okanagan (BCCIC Chapter), and Board Member of the Canadian Environmental Network. I speak and write publicly often on political issues of the day. All views my own.

The New(er) World of Untruth Part II

Alternative facts, misdirection, and outright propaganda seem to dominate the news media landscape today in a way that is quite different from the past.

Presented February 10th, Society for Learning in Retirement

Thank you to the Society for Learning in Retirement in Kelowna for honouring me with a lifetime membership! I feel very privileged to be able to continue serving this very wonderful group of humans!

Some Tools for Media Literacy

Readings

2018 Edelman Trust Barometer. (2017).

Art of the lie—Post-truth politics. (2016). The Economist. https://www.economist.com/leaders/2016/09/10/art-of-the-lie?cid1=cust/ednew/n/bl/n/2016098n/owned/n/n/nwl/n/n/NA/n

Benkler, Y., Faris, R., Roberts, H., & Zuckerman, E. (2017). Study: Breitbart-led right-wing media ecosystem altered broader media agenda—Columbia Journalism Review. Columbia Journalism Review. http://www.cjr.org/analysis/breitbart-media-trump-harvard-study.php

ChatGPT: Optimizing Language Models for Dialogue. (2022, November 30). OpenAI. https://openai.com/blog/chatgpt/

Coaston, J. (2018). #QAnon, the pro-Trump conspiracy theory, explained—Vox. Vox. https://www.vox.com/policy-and-politics/2018/8/1/17253444/qanon-trump-conspiracy-theory-reddit

Coles, T. J. (2018). Fake News and Weaponized Bots: How Algorithms Inflate Profiles, Spread Disinfo and Disrupt Democracy. Counterpunch. https://www.counterpunch.org/2018/10/08/fake-news-and-weaponized-bots-how-algorithms-inflate-profiles-spread-disinfo-and-disrupt-democracy/

Devega, C. (2018). Donald Trump’s “chaos magic”: Author Gary Lachman on the far right’s links to occult philosophy | Salon.com. Salon. https://www.salon.com/2018/07/16/donald-trumps-chaos-magic-author-gary-lachman-on-the-far-rights-links-to-occult-philosophy/

Edwards, S., & Livingston, S. (2018). Fake news is about to get a lot worse. That will make it easier to violate human rights—And get away with it. The Washington Post. https://www.washingtonpost.com/amphtml/news/monkey-cage/wp/2018/04/03/fake-news-is-about-to-get-a-lot-worse-that-will-make-it-easier-to-violate-human-rights-and-get-away-with-it/?noredirect=on

Gonzalez, R. J. (2018). The Mind-Benders: How to Harvest Facebook Data, Brainwash Voters, and Swing Elections. Counterpunch. https://www.counterpunch.org/2018/03/23/the-mind-benders-how-to-harvest-facebook-data-brainwash-voters-and-swing-elections/

Gross, J. (2023, January 10). How Finland Is Teaching a Generation to Spot Misinformation. The New York Times. https://www.nytimes.com/2023/01/10/world/europe/finland-misinformation-classes.html

Gutting, G. (2011). The Social Side of Reasoning—The New York Times. The New York Times Opinionator – The Stone. https://opinionator.blogs.nytimes.com/2011/06/29/argument-truth-and-the-social-side-of-reasoning/

How to Spot a Bogus News Site. (n.d.). Pocket. Retrieved January 30, 2023, from https://getpocket.com/collections/how-to-spot-a-bogus-news-site

Illing, S. (2018). Hashtag wars: How Facebook, Twitter, and social media changed how we fight wars—Vox. Vox. https://www.vox.com/platform/amp/world/2018/10/8/17884154/social-media-cyberwar-isis-taylor-swift-peter-singer

Jenkins, H. (2009). How "Dumbledore’s Army" Is Transforming Our World: An Interview with the HP Alliance’s Andrew Slack (Part One)—Henry Jenkins. Henry Jenkins.Org. http://henryjenkins.org/blog/2009/07/how_dumbledores_army_is_transf.html

Morgan, J. (2017). Sockpuppets, Secessionists, and Breitbart – Data for Democracy – Medium. Data for Democracy. https://medium.com/data-for-democracy/sockpuppets-secessionists-and-breitbart-7171b1134cd5

Mosleh, M., Pennycook, G., Arechar, A. A., & Rand, D. G. (2021). Cognitive reflection correlates with behavior on Twitter. Nature Communications, 12(1), Article 1. https://doi.org/10.1038/s41467-020-20043-0

Pennycook, G., Epstein, Z., Mosleh, M., Arechar, A. A., Eckles, D., & Rand, D. G. (2021). Shifting attention to accuracy can reduce misinformation online. Nature, 592(7855), Article 7855. https://doi.org/10.1038/s41586-021-03344-2

Pennycook, G., & Rand, D. G. (2022). Accuracy prompts are a replicable and generalizable approach for reducing the spread of misinformation. Nature Communications, 13(1), Article 1. https://doi.org/10.1038/s41467-022-30073-5

Shao, C., Ciampaglia, G. L., Varol, O., Yang, K., Flammini, A., & Menczer, F. (2017). The spread of low-credibility content by social bots. http://arxiv.org/abs/1707.07592

Weisburd, A., Watts, C., & Berger, J. (2016). Trolling for Trump: How Russia Is Trying to Destroy Our Democracy. War on the Rocks. https://warontherocks.com/2016/11/trolling-for-trump-how-russia-is-trying-to-destroy-our-democracy/

Yglesias, M. (2017). The Bullshitter-in-Chief—Vox. Vox. https://www.vox.com/policy-and-politics/2017/5/30/15631710/trump-bullshit

Post-Anthropocene

View video on CACOR‘s (Canadian Association for theClub of Rome) Youtube Channel.

Covid-19 disrupted the world in unimaginable ways.  Future disasters may be even worse.  Some argue human societies have left the Holocene Epoch and entered the Anthropocene. How might our perceptions of the human-nature relationship now change, and how might we improve policy, governance, and planning? [Note: one correction has been made to the slide set available on the CACOR website–there were 5 mass extinctions in the last 5oo million years. Ed.]

The End of Impunity: Making Human Rights Work in the World

Despite a plethora of treaties, constitutional guarantees, and international organizations, the world continues to be afflicted with senseless atrocities that offend human conscience.   Why are institutions powerless against such waves of human cruelty and ruthlessness?  This session will explore what can be done to make human rights real.  Talk November 14th at Okanagan College, November 18th at SLR.

References

Holloway, K. (2017, November 24). Racism is a highly profitable online business | Salon.com. Salon. https://www.salon.com/2017/11/24/racism-is-a-highly-profitable-online-business/

Jones, D. (2007). The depths of disgust. Nature, 447(7146), 768–771. https://doi.org/10.1038/447768a

Mugabo, L. (2018, April 6). Liberation, Decolonization, Gacaca – Reflecting on the Rwandan Genocide, 24 Years Later – The Volcano. The Volcano. https://www.thevolcano.org/2018/04/06/liberation-decolonization-gacaca/

Nelson, B. (2022, November 5). How Stochastic Terrorism Uses Disgust to Incite Violence – Scientific American. Scientific America. https://www.scientificamerican.com/article/how-stochastic-terrorism-uses-disgust-to-incite-violence/

Resnick, B. (2018). Psychologists surveyed hundreds of alt-right supporters. The results are unsettling. Vox. https://www.vox.com/science-and-health/2017/8/15/16144070/psychology-alt-right-unite-the-right

Resnick, B. (2017). The dark psychology of dehumanization, explained. Vox. https://www.vox.com/science-and-health/2017/3/7/14456154/dehumanization-psychology-explained

Serwer, A. (2018, March 14). Obama’s Legacy of Impunity for Torture – The Atlantic. The Atlantic. https://www.theatlantic.com/politics/archive/2018/03/obamas-legacy-of-impunity-for-torture/555578/

Shieber, J. (2018, August 28). Distributor of plans for 3D-printed guns puts his product back in circulation | TechCrunch. Techcrunch.Com. https://techcrunch.com/2018/08/28/distributor-of-plans-for-3d-printed-guns-puts-his-product-back-in-circulation/

Smith, J. A. (2022, April 19). How War Shapes Our Attitudes About Violence. Greater Good Magazine: Politics. https://greatergood.berkeley.edu/article/item/war_shapes_attitudes_about_violence

Timmons, H. (2022, October 29). Hate speech, online extremism fed Pelosi attack, terror experts believe | Reuters. Reuters. https://www.reuters.com/world/us/hate-speech-online-extremism-fed-pelosi-attack-terror-experts-believe-2022-10-29/

Waldstein, D. (2015, June 17). In Chile’s National Stadium, Dark Past Shadows Copa América Matches – The New York Times. New York Times. https://www.nytimes.com/2015/06/19/sports/soccer/in-chiles-national-stadium-dark-past-shadows-copa-america-matches.html

Zhang, L., Lee, E., & Kim, E. (n.d.). IMMIGRANTS IN COVID AMERICA – Xenophobia & Racism. University of Minnesota. Retrieved November 11, 2022, from https://immigrantcovid.umn.edu/xenophobia-racism

Attack on Democracy

Around the world, the institutions of liberal democratic systems are
waging a rear-guard action against sustained attacks from populist
and extremist movements. These trends are not new, but can be
traced to events in the recent past, as well as broader historical
developments. In this session, participants will learn why political
scientists are so concerned about these trends, and what ordinary
citizens can do to improve democratic accountability in Canada.

Attack on Democracy

Women’s Security is Human Security: Climate and Gender

This blog post was originally produced for BCCIC, read the full post here: https://www.bccic.ca/womens-security-is-human-security-climate-and-gender/

The foundational idea that women’s rights are integral to the politics of liberation, solidarity and justice has been mainstreamed in many international agreements and organizations.

The momentum on women’s rights should now be strongly carried forward to inform the politics of climate and security. 

Moving forward, the need to mitigate and adapt to climate change means the world will be pushed to recognize and institutionalize the principle that women’s security is human security.

The challenge is urgent, the climate will not negotiate. Any efforts to address climate change will be that much poorer for the absence of women’s voices and experiences. Any efforts to address climate change will be that much richer with the power, strength and leadership that women bring as agents of change. The need for human security gives even more reason to ensure that women are not left behind.

Rosalind Warner, 2022

How to Get (and Keep) Their Attention

Recently I prepared a poster on the Top Ten ways to gain students’ attention.  It was displayed at the UBC Okanagan Centre for Teaching and Learning’s Annual Conference Engaging Every Learner a few years ago.  As part of my project, I asked viewers of the poster to share their favourite ways to gain attention in class.  So, here is the collected list, with some additional ideas from one of the sessions I attended on Interactive Techniques with Richard Plunkett, including a list of interactive techniques prepared by Kevin Yee.

1. Involve Everyone

It can be a challenge to design activities in which everyone feels engaged, but Liberating Structures has a number of great suggestions for format, invitations, and content that can ensure that everyone has a stake in the proceedings.  Contributed: give the whole class a task that can only be accomplished by everyone fulfilling their assigned role. Another one: use ‘lecture reaction’ where students take on the roles of ‘questioners’, ‘example givers’, ‘divergent thinkers’ or ‘agreers’ and discuss in small groups accordingly. I also assign the role of ‘researchers’ who can google or search for interesting information and share it with the class.

2. Explain Yourself

Stating your purpose clearly, for the course, and for the learner, is an important first step in helping to establish a connection.

3. Make it Worth it

Accountability is important to helping learners engage.  Using quizzes or surveys to gauge the level of knowledge without giving the impression of ‘judgement’ means keeping these low-stakes and fun.  IFAT (Immediate Feedback Assessment Technique) scratch cards encourage teams to arrive at consensus before answering.

4. Apply Knowledge

Asking learners to think about a situation, case, or example immediately after explaining a concept can help concretize the material and aids retention.  Contributed variation: invite learners to attend a professional meeting or to interview a practitioner in the field of study. Use ‘finger signals’ instead of clickers for multiple choice or true or false questions (students hold up fingers against their chest so others can’t see, to indicate the correct choice).

5. Be Organized

It sounds trite, but having an agenda for the class and carefully signposting each activity shows respect for learners’ time. Include an opening, buildup and closing at the very least.  Contributed variation:  use a one-minute paper to have learners identify the ‘Muddiest Point’ and address next class.

6. Use Metaphors

Solving a tough problem can be like unravelling a ball of string.  Metaphors help learners to connect the familiar with the unfamiliar.  Contributed variation:  use a ‘Snowball’ technique with this one.

7. Use Mystery

Don’t give away the ‘answers’ prematurely!   Build up to the big reveal with hints and clues. Variation: Picture prompts, in which an image is presented without explanation, asks students to identify/explain, discuss and describe any structures or processes shown (can be written or discussion format).

8. Be Unexpected

Use incongruity, contrasts and comparisons to spur thinking.  It doesn’t have to be flashy or shocking, just curious or odd. Contributed variation: use movement, have students move to different areas of the classroom for group work, writing comments on sticky notes, posting under categories, etc.

9. Use Visuals

A picture speaks volumes.  Well, you knew that…but visual culture in the age of Instagram is even more vital. Contributed variation:  give learners objects to ‘play with’ during long lectures (colouring, playdough).  Use demonstrations.

10. Vary Your Voice

For most people, this requires increasing your volume and variability in a conscious way. It may seem uncomfortable at first, but listeners will thank you. Contributed variation:  be enthusiastic and show your passion!  Capture the emotional content in your subject to create a hook.

The Internet of Everything: What Does it Mean for Educators?

A few years ago, I visited the Mauritshuis Museum in Den Haag, Netherlands, where I learned about the famous Vermeer painting Girl With a Pearl Earring.  With the painting before me, an app guided me through its history, stories of the painter, and offered comparative works to explore right on my phone.  This is just one example of how the internet of things can assist with learning.  The Internet of Things refers to the idea that everything becomes a node on a network. It is focused on the use of smart sensing for pervasive connectivity and ubiquitous computing (University of Wisconsin-Madison).

While estimates vary, it is expected that the expectation of internet connectivity for many everyday devices will begin to impact education within 4-5 years. Although opinions vary on the speed of roll out, many observers note the rapid development of sensor, miniaturization, mobile and wearable technology as key drivers.  Business Insider predicts that “there will be 34 billion devices connected to the internet by 2020, up from 10 billion in 2015. IoT devices will account for 24 billion, while traditional computing devices (e.g. smartphones, tablets, smartwatches, etc.) will comprise 10 billion (Greenough and Camhi, 2016). “These developments emerge from outside the education sector, and to the extent they have implications for everyday life, work, consumption, decisionmaking and service provision, they will also impact the education sector.  Specifically, the Internet of Things intersects with personalized learning and adaptive technologies by creating new opportunities for real-time data to impact learning. It may also impact blended learning, since connectivity creates “Hypersituational” (Educause) learning environments such as augmented reality.

These developments emerge from outside the education sector, and to the extent they have implications for everyday life, work, consumption, decisionmaking and service provision, they will also impact the education sector. 

Educause

These new blended learning environments allow for wider exploration of the physical and virtual worlds in synchronous and asynchronous formats.  For example, students can tour physical spaces with supplementary sound, text, video, or interactive elements (QR codes or Google Glass).  Students can create projects that integrate crowd-sourced or networked data from physical systems in real-time.  Similarly, redesigned learning spaces may be affected by the IofT because of the integration of physical and virtual worlds that is made possible by interconnectivity.  As well, IofT may boost a focus on place-based education by localizing some aspects of the learning experience and making use of the environment in innovative ways.  Another area of potential high impact is environmental, economic, and social sustainability, as the IofT has the potential to make every institutional operation more efficient by more closely integrating systems, from building temperatures to classroom scheduling and parking.

The power and appeal of the IofT lies in its flexibility and convenience.  For learners, great benefits arise from improved efficiency and responsiveness of systems to real-time demands. On the other hand, hesitations are widespread and may slow the adoption of IofT in the education sector.  Chief among these concerns are privacy, security, automation of decision making, and information overload (Pew Research Centre).  Networked systems are vulnerable to hacking or infiltration by phishing or scam artists.  Personal information is more vulnerable on a network, and algorithms are imperfect sources of analysis for decision making.  The ability to collect data on physical and emotional states has severe implications for personal security and privacy.   At the same time, if the IofT grows as many predict it will, students will need to acquire new technical and social skills for employability.  IofT will require people to manage data, interpret and apply information, make ethical judgements, and effectively share and contextualize information.  How might you put the Internet of Things to use in your classroom?

Cascading Catastrophes: Dealing with a New World of Risk

COVID-19 disrupted the world and peoples’ lives in unimaginable ways. It seems likely that future disasters, whether natural or human-made, will be no less disruptive and challenging. This talk will explore how disaster risk shapes our policy, governance, and planning. Using examples, we will look at how risk is unevenly distributed, and how (and whether) we have learned to better prepare and reduce loss and damage from future disasters.

Bibliography and Reading List to Follow

Disaster Risk Governance: A pathway toward resilience

A talk for the Multihazard Risk and Resilience Group Seminar at the Western University. MARCH 25, 2021

Canada’s response to global disasters has been characterized by a certain degree of push and pull between the domestic and the international levels, and between the provision of immediate relief and the support of long-term resilience and risk reduction.  In the area of disaster risk reduction, progress at the international level since 2011 has been marked by a sustained movement away from reactive and relief-based approaches toward “disaster risk governance”.  As a signatory to the Sendai Framework on Disaster Risk Reduction, Canada has been a supporter of this move as well as the move to integrate disaster responses with the Sustainable Development Goals (SDGs), blurring the boundary between “relief” and “development” activities and policies.  In this talk, I will explore the meaning of ‘disaster risk governance’ as it is addressed in the Sendai and Hyogo Frameworks, and consider practical examples of how a shift toward governance might improve disaster responses by the Canadian government, and in turn, reduce loss and damage from disasters.

Disaster Risk Governance Video

Is Nature our enemy?

Nature is one of the most complicated terms in English or any language. It carries the weight of projected human fears and hopes, the marks of history and political conflict, the grounds for moral legitimation or condemnation.

Peterson, A. L. (2001). Being Human. University of California Press. https://doi.org/10.1017/CBO9780511488733

Hurricanes that have increased in number and volume, forest fires that have burned larger swaths of land, flooding, mudslides, viruses, and extinctions are multiplying. The planet is experiencing cascades of disasters that overwhelm human adaptation efforts.

Is nature our enemy?

For most of human history, and for ancient peoples especially, the answer to that question would have been ‘yes’. At every turn prehistoric farmers, hunters, gatherers and herders had constantly to battle the elements to put food on the table. In Medieval Europe, when the stories of Hansel and Gretel and Little Riding Hood were written, nature was represented as a hungry wolf, an evil force with malicious intent, ever ready to attack and consume the vulnerable children of the village. Plagues and diseases were a feature of urban city life, an invasion of human settlements, a product of the devil or evil forces from outside of otherwise peaceful and vulnerable God-fearing folk.

It matters less to us whether an inanimate force is real, and more whether we interpret it broadly as a good or bad function.

This was not by any measure a universal human attitude. Inuit and other indigenous people around the world developed a sense of partnership and community with nature even in the harshest environments, embedding themselves into the natural order. Animals, birds, and even rivers and trees were endowed with spirit and force, which could be destructive or generous. Many civilizations also grew to understand nature’s harshness as part of the order of the world, a way of creating balance and humility.

Humans often mistake their interactions with nature as a form of natural intentionality. It could be thought of as a twist on the idea of an ‘attribution error’. An attribution error happens when people explain individual actions as functions of the innate characteristics of the actor rather than as responses to a situation. In this twist, the actions of a natural or artificial being might be interpreted as intentional, and worthy of either blame or admiration. So, it might matter less to us whether an inanimate force is real, and more whether we interpret it broadly as a good or bad function. The cultural attitudes around nature affect how we make decisions, how we plan, how we use resources. Humans’ interpretation of nature then becomes a cultural force shaping decisions about how to understand the natural world, and the feedback cycle between natural and social worlds accelerates.

With the coming of the Anthropocene and the ‘triumph’ over nature wrought by the industrial revolution, newly-urban city folk softened their fears of nature and began to view it as benevolent, even spiritual and inspirational. During the late 1800s at the height of the colonial era, European estates became filled with exotic trophies, animals, plants, tokens, and artefacts gathered from around the world. The astounding successes of scientific methods convinced Europeans that they could master nature. Europeans were uniquely able to distance themselves from the worst of nature’s wrath, and so they perceived a kind of immunity to its harsher judgements. This sense of immunity allowed Europeans to believe, as they sheltered in cities that became dirty and disease-ridden, that nature was nothing to be feared. A view of the ‘natural cathedral’ and the wilderness ethos fueled a global tourism industry as Europeans sought benign natural experiences in remote locales.

Where are we today? Unsurprisingly, the ‘friendly wilderness’ image has not caught on with people in colonial situations, because culturally and materially their struggle continues and is made worse by colonial relationships. These experiences have heightened a material approach to nature quite different from the ‘wilderness’ view. This view sees nature as a complex partner in human endeavors, sometimes vicious and sometimes generous.

Going to war means we’ve forgotten that a war on nature is exactly how we got into this mess. And also that war hardly ever ends well even for the victors.

Today, climate change has upset the sense of immunity, insulation, separation, and benevolence enjoyed by the world’s cultural elites. Wilderness offers no escape from disease, extinction, pollution, and disasters, perhaps except for a brief respite and retreat. There is a growing awareness that nature is not defeated but is increasingly outside of human control and understanding, and nature is pissed.

With our classic inability to see past ourselves, some engage in an attribution error of growing proportions, nature is blamed for all of our own mistakes. The response is either resignation or a call to war. Resignation in this sense means divvying up spaces on the lifeboat. Going to war means we’ve forgotten that a war on nature is exactly how we got into this mess. And also that war hardly ever ends well even for the victors.

What are we to think in a time when nature seems to be again our enemy? There are plenty of people around all over the world who have a different view. Indigenous peoples with centuries of learning and experience understand nature as a complex system, of which we are an integral part. Consciousness, morality, and will is also natural, and not unique to humans. A reflective turn is needed to shift our understanding. We need to pierce the sense of immunity, separation, and distinctiveness that has led us down this road. The Anthropocene shift pushes us towards a degree of humility. It prompts a sense of connection and complex systems thinking which will not only bring a better understanding of nature, but will enable our survival and adaptation to it.