TEACHING THE SHORE LINE
I used The Shore Line in my Humanities Ethics course (345-BXH-DW) to introduce theories of environmental ethics with excellent results. Students’ interest was palpable and their feedback on the exercise was unanimously positive. Based on this success, I now plan to develop another class using The Shore Line for my World Views course (345-102-MQ), focussing on Indigenous worldviews and ways of knowing in connection with attitudes to land and water. These initial applications, I believe, are but small examples of the pedagogical potential of The Shore Line project.
As a Cegep educator teaching Humanities courses (Knowledge, World Views and Ethics) at Dawson College, I have found The Shore Line particularly helpful as a pedagogical tool that is not only rich in relevant content, but also structured in a way that effortlessly engages students in learning.
Indeed, one of the challenges for Humanities instructors often lies in awakening students to the inherent value of developing a broad interest and understanding of a range of topics that are crucial to their development as well-rounded and critically engaged participants in public life. For young students, the pressure of choosing narrowly targeted paths that are perceived as necessary for educational and career success comes at the risk of excluding important and valuable areas of interest.
In this respect, through the wide range of topics that it addresses, The Shore Line stimulates students’ natural curiosity, introducing topics that may fall outside the scope of their program, but which remain vital nonetheless. More importantly, the interactive and audiovisual format of the project empowers students with the freedom to direct their own research in a highly evocative and memorable way.