A Laboratory for Boredom

Parreno, Christian

doi:10.1080/10464883.2019.1560818

Cited by 3 publications

(2 citation statements)

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“…Without physical activity as an interaction in the environment, I do not believe there is a basis for neurological connection. In the case of long-term sensory deprivation, such as exposure to a monotonous environment, people begin to hallucinate, lose their identity, become depressed and anxious, and display childlike emotional responses; their visual perception is distorted and their brain wave patterns change (Heron, 1957;Parreno, 2019).…”

Section: Neuro or Mind?mentioning

confidence: 99%

Knowledge in-(ter)-action : responsive learning as knowledge building

Jong¹

2020

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Section: Neuro or Mind?mentioning

confidence: 99%

Knowledge in-(ter)-action : responsive learning as knowledge building

Jong¹

2020

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“…Zonder de fysieke activiteit als interactie in de omgeving is er mijns inziens geen grondslag voor neurologische verbinding. Bij langdurige sensorische deprivatie, bijvoorbeeld bij blootstelling aan een monotone omgeving, beginnen mensen te hallucineren, verliezen hun identiteit, raken depressief en angstig, tonen kinderachtige emotionele reacties, hun visuele perceptie raakt verstoord en hun hersengolfpatroon verandert (Heron, 1957;Parreno, 2019).…”

Section: Neuro or Mind?unclassified

Kennis in-(ter)-actie : responsief leren als kennis construeren

Jong¹

2019

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InleidingAdvance organizers 1. Kennis in- (ter) -actie Conceptualisering in mijn eerste oratie: Doen, leren, en kenniscreatie Conceptualisering in mijn tweede oratie: 'Understanding the difference' Relevantie van responsiviteit De maat is vol Oud denken Anders denken Epistemische vaardigheid Kennis construeren Leren is een psychologisch, een 'mind' proces De ervaringen bepalen de theorie Neuro or mind? Leren is een psychologisch proces Kennis is de emergentie van de (inter)actie Tijd om te kijken 2. Kennisconstructie in-(ter) -actie Roterend leiderschap van studenten in de kennis in-(ter) -actie Openheid in de kennis in-(ter) -actie De rol van Informatie, valide 'kennnis'-bronnen in de in-(ter) -actie De data Social netwerk analyse (SNA) Knowledge Building Discourse Explorer (KBDeX) Centraliteit als maat van bijdrage aan kennisconstructie Roterende verbindingskracht van topic-termen Selectie van topic-termen: Natural Language Processing (NLP) en topic modeling Resultaten Fase 1: kwantitatieve groepsanalyse Temporale netwerk analyse Fase 2: kwalitatieve analyse Het niveau van de topic-termen in de context van de bijdragen door de studenten Groep A Reflecterend Groep B Reflecterend Wat ont-dekken we hiermee? 3. Kennis in-(ter) -actie ondersteunen Kennis construeren in-(ter) -actie model Uitwerking van het Kennis construeren in-(ter)-actie-model De rol van docenten Slot Dankwoord Referenties Bijlage 1 Beschrijvende statistiek van de tussen centralieitswaarden van topic-termen.

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COVID-19 and “the trinity of boredom” in public spaces: urban form, social distancing and digital transformation

Abusaada

Elshater

2021

ARCH

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PurposeOver the coming decades, the widespread application of social distancing creates challenges for the urban planning and design profession. This article aims to address the phenomenon of boredom in public places, its main influences that generate change in repetition, monotony and everyday lifestyle, whether positive, negative or both – depending on the binding and governing rules of urban shape variations and daily lifestyles.Design/methodology/approachThis viewpoint relied on literary narration to discuss the phenomenon of boredom vis-à-vis urban design and placemaking solutions in the face of social distancing. It builds its orientation by analyzing the works of nine scholars and five of their relevant theories.FindingsEvidence from previous studies helped develop three-pillar guidelines that can produce better results for post-pandemic development in the face of boredom. These pillars include recommendations for the trinity of heterogeneity for metamorphosis in urban form, changes in public life and digital transformation in a time of uncertainty on how to confront (un)seen boredom in public spaces. Practitioners should develop new insights into the relationship between people and place by reviewing existing paradigms in urban studies to avoid repetition, monotony and change in everyday life after a pandemic.Originality/valueThe added value here is in underlining boredom as one of the consequences of social distancing and lockdown applications building on the phenomenon's theorizers. The key contribution of this work is the three-pillar recommendation for confronting the boredom in public spaces that happens because of social distancing and lockdown.

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A Laboratory for Boredom

Cited by 3 publications

References 0 publications

Knowledge in-(ter)-action : responsive learning as knowledge building

Knowledge in-(ter)-action : responsive learning as knowledge building

Kennis in-(ter)-actie : responsief leren als kennis construeren

COVID-19 and “the trinity of boredom” in public spaces: urban form, social distancing and digital transformation

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