The Two-eyed Seeing Garden is an ethnobotanical garden that is a living description of the interrelationships between land, plants and people that explicates two ways of seeing. The goal of the Two-eyed Seeing Garden is to combine two frameworks, one of Indigenous Traditional Knowledge and one of Western Scientific Knowledge, in an attempt to create a bridge between the two knowledges in order for the inter-relationships between the two systems to be made visible. The Two-eyed Seeing Garden emphasizes the worldview of Indigenous Ecological Knowledge as an independent valid knowledge system that describes local knowledge in connection with other local knowledges, nearby and far away. These knowings can be thought of as layers that begin to intersect and eventually connect the same way as ripples do in a pond. Small and central, yet moving out. The physical garden is this too. It is a small place that is nested within a larger region. Although it may have walls and be distinct from it’s immediate surroundings, it can connect to the larger region. The Two-eyed Seeing Garden is an example of wholeness and connectivity from its most minute aspects to its situatedness in the larger context. The relationships make the invisible visible and describe the co-creation and co-existence of all those that inhabit this land now and since time immemorial.

The Two-eyed Seeing Garden is an ethnobotanical garden that is a living description of the interrelationships between land, plants and people that explicates two ways of seeing. The goal of the Two-eyed Seeing Garden is to combine two frameworks, one of Indigenous Traditional Knowledge and one of Western Scientific Knowledge, in an attempt to create a bridge between the two knowledges in order for the inter-relationships between the two systems to be made visible. The Two-eyed Seeing Garden emphasizes the worldview of Indigenous Ecological Knowledge as an independent valid knowledge system that describes local knowledge in connection with other local knowledges, nearby and far away. These knowings can be thought of as layers that begin to intersect and eventually connect the same way as ripples do in a pond. Small and central, yet moving out. The physical garden is this too. It is a small place that is nested within a larger region. Although it may have walls and be distinct from it’s immediate surroundings, it can connect to the larger region. The Two-eyed Seeing Garden is an example of wholeness and connectivity from its most minute aspects to its situatedness in the larger context. The relationships make the invisible visible and describe the co-creation and co-existence of all those that inhabit this land now and since time immemorial.

published_or_final_version / Architecture / Master / Master of Landscape Architecture

No description available.

Thesis (B.S.)--University of Florida, 2000. / Submitted as part of the requirements for graduation with high honors from the University of Florida. Includes bibliographical references (leaves 137-139).

Thesis (M.S.)--University of Delaware, 2009. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 125-129). Also available via the World Wide Web.

A call for design proposals for three features for the National Garden was held in October, 1992 by the National Fund for the U.S. Botanic Garden. The competition called for refinement of an existing master plan developed by EDAW, a landscape architectural firm, or the design of a new concept for the National Garden. This creative project chose to develop a new master and to document the research, process, and assumptions that lead to the final design. The research will focus on the examination of the site and it's history (Washington, D.C.) and examination into the history, evolution, and relevance of botanic gardens.The underlying thesis is that the changing roles that botanic gardens have played in society have had an effect on their built form. The current role of botanic garden as a pleasure garden aswell as an educational experiences is the result of hundreds of years of evolution. By the examination of the history and changing roles of botanic gardens, this creative project will design a space that not only meets the needs of the competition, but will meet the needs of the generation at hand. / Department of Landscape Architecture

Na discussão atual sobre a Alfabetização Científica, há um consenso que esse processo ocorre ao longo da vida e em diferentes espaços educativos. A fim de colaborar com essa discussão, o presente estudo investigou se as exposições em jardins botânicos contribuem para a Alfabetização Científica de seus visitantes. A revisão da literatura referente à Alfabetização Científica e à educação em museus permitiu desenvolver uma Ferramenta de Análise para avaliar a presença de indicadores de Alfabetização Científica. A pesquisa foi realizada em uma exposição no Jardim Botânico de São Paulo e teve duas unidades de coleta de dados: exposição e público. Em ambas foi empregada a Ferramenta de Análise, sendo que, para o público, a análise dos diálogos identificou ainda a presença de habilidades investigativas. Os resultados revelam que a exposição, apesar de não ter sido elaborada na perspectiva da Alfabetização Científica, contempla todos os indicadores propostos científicos, institucionais, sociais e estéticos/afetivos e carrega 10 dos 19 atributos estabelecidos pela Ferramenta de Análise, sendo o Indicador Científico o mais presente na exposição. Quanto à análise dos diálogos das famílias, o Indicador Científico também foi o mais presente, mostrando que as afinidades pessoais e as vivências com o meio natural despertam a atenção dos visitantes para os assuntos relacionados à ciência. As habilidades investigativas mais evidenciadas são: observação, questionamento e explicação. Concluímos que a exposição estudada incita a compreensão e a discussão de temas científicos relacionados às questões ambientais atuais discutidas pela sociedade. Como produto final de nossas análises, traçamos recomendações para a Alfabetização Científica em jardins botânicos. / There is a consensus in the current discussion regarding scientific literacy that this process occurs throughout life and in different educational grounds. In order to collaborate with this discussion, this study investigated if exhibitions in botanical gardens contribute to the scientific literacy of theirs visitors. Literature reviews related to scientific literacy and education in museums, allowed us to develop an Analytical Tool with the purpose to evaluate the presence of scientific literacy indicators. The research was conducted in an exhibition at the Botanical Garden of São Paulo, and we used two components to collect data: the exhibition itself and the public. The Analytical Tool was employed in both of them, and while the public was concerned, the analysis of the dialogues identified the presence of inquiry skills. The results showed that the exhibition, despite not being elaborated in the scientific literacy perspective, contemplates all of the proposed indicators scientific, institutional, social, and aesthetic/affective and carries ten out of the nineteen attributes established by the Analytical Tool, being the Scientific Indicator the most present in the exhibition. Regarding the analysis of families dialogues, the Scientific Indicator was also the most present, showing that personal affinities and experiences with natural environment arouse the visitors attention to subjects related to science. The most apparent inquiry skills are: observation, questioning, and explanation. We conclude that, the exhibition studied incites comprehension and the discussion of scientific themes related to current environmental issues debated by society. As a result, we recommend scientific literacy in botanical gardens.

Thesis (M.S.)--University of Delaware, 2009. / Principal faculty advisor: Robert E. Lyons, Dept. of Plant & Soil Sciences. Includes bibliographical references.