| Figures | ||
| 1.1 | Staying like birds. | 13 |
| 1.2 | Photo essay of making-with soil. | 15 |
| 1.3 | Photo essay of making-with playdough. | 19 |
| 1.4 | Photo essay of making-with gym equipment. | 24 |
| 1.5 | A cartographic mapping of three eruptive practices of ‘thing-power’: Rhizomatic formations for changing landscapes on research in teaching and learning. | 27 |
| 2.1 | QR code leading to ‘chapter soundtrack’: Soil Music. | 36 |
| 2.2 | Living organism Arcella © Andreas Doerne. | 36 |
| 2.3 | Positive effects of regenerative design: The more regenerative the approach, the less energy is required. | 38 |
| 2.4 | QR code leading to sound story ‘Meeting Liselotte’. | 45 |
| 2.5 | Text boxes about crossing the lines and unveiling soil re-searching. | 46 |
| 4.1 | Engestrom’s second-generation Activity Theory (AT) model (1987). | 87 |
| 4.2 | Activity Theory (AT) adapted model for this study. | 88 |
| 4.3 | Students’ artwork of campus cartoon signboards. | 90 |
| 4.4 | Students’ artwork of tigers. | 91 |
| 4.5 | Students raising their hands, waiting to share their aesthetic opinions. | 92 |
| 4.6 | A video to inspire empathy in students. | 93 |
| 4.7 | The butterfly artworks created by the students who applied the mathematical principle of axial symmetry. | 93 |
| 4.8 | Posters drawn by students and exhibited as ‘Two Days Travel Plan in Beijing’. | 94 |
| 4.9 | Students dancing in the drama performances. | 95 |
| 4.10 | Students making tree props using scrap cardboard. | 95 |
| 5.1 | Practice–research continuum. | 110 |
| 5.2 | Practice as research Venn diagram. | 111 |
| 5.3 | Erupting practice as research. | 119 |
| 7.1 | Images created via a generator trained on Galton’s criminal composites and the NIST Mugshot Identification Database. I used clichéd generative AI image prompts such as ‘A white fur monster’. | 158 |
| 7.2 | NIST mugshot images conflated with CelebA images via a generative adversarial network. | 160 |
| 7.3 | My own image conflated with an image from the NIST Mugshot Identification Dataset. | 161 |
| Bing image creator’s image of ‘an academic who works at Cambridge Digital Humanities’. | 164 | |
| 7.5 | RunwayML’s image of ‘an academic who works at Cambridge Digital Humanities’. | 165 |
| 7.6 | Images of the cohort derived from the machine learning model I made from the group’s self-portraits during the class. | 168 |
| 7.7 | Models made in response to the workshop themes and the question of what we want from technology. | 170 |
| 7.8 | The Worldbuilding workshop at Camberwell College of Arts. | 171 |
| 7.9 | Game assets derived from Galton’s criminal composites. | 173 |
| 7.10 | My Roblox game about generative AI images, which was featured in MozFest (the Mozilla Festival), Amsterdam in June 2024. | 173 |
| 7.11 | Model collapse experiment: Screenshots from a short film. | 174 |
| 7.12 | The result of asking six platforms to generate images of workers. | 175 |
| 7.13 | The result of asking six platforms to generate images of data pre-processing workers. | 176 |
| 7.14 | The result of asking stable diffusion to generate images of workers. | 177 |
| 7.15 | A CEO of a successful AI company: Where do the tigers and leopards come from? | 178 |
| 8.1 | Drawing a parallel between the stages of a volcanic eruption (brown text) and the transformative process in science communication (red text), to create a powerful metaphor for moments of awe, disruption and engagement catalysing change. | 188 |
| 8.2 | ‘Shake your head’ illusion. ‘Impossibility is a construct’. Perception shifts, and what once seemed out of reach becomes clear. | 195 |
| 8.3 | Albert Einstein’s letter of 22 March 1947 describing the patience game that was popular in his childhood, and a period example of the ‘pigs in the sty’ game. | 196 |
| 8.4 | Double image illusion. From afar, the genius of Leonardo da Vinci emerges; up close, nature reveals its intricate beauty with moths and serene landscapes – a perfect fusion of art, science and adaptation. | 202 |
| 8.5 | Eruptive engagement achieved via two-way dialogue between scientists and the engaged public. | 204 |
| 8.6 | A mind map of eruptive pedagogies. By combining these elements, eruptive pedagogies can transform science education into an active, immersive and impactful experience that resonates with learners and inspires a lifelong engagement with science, in the classroom, in the lecture theatre and beyond. | 212 |
| 8.7 | Phases of eruption in science communication. Examples discussed in this chapter are in red. | 214 |
| Squares to the power of three. | 226 | |
| 9.2 | When squares become circles. | 227 |
| 9.3 | When circles turn to light. | 228 |
| 9.4 | Light creating new life. | 235 |
| Table | ||
| 6.1 | The particular contribution of the arts to the acquisition of key competencies: Some examples. | 135 |
于Eruptive Research
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Pamela Burnard
Pamela Burnard
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Elizabeth Mackinlay
Elizabeth Mackinlay
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