Abstract

Drawing on work on social systems, creativity and transrational ways of coming to know, this article argues for the utility of oblique lenses and architectures of connection as approaches towards shaping systemic change. Focusing on the academy—Science, Technology, Engineering, Mathematics, and Medicine (STEMM) education in higher education in particular—I articulate how land and place can offer an oblique approach for architecting connection in collegiate mathematics teaching and learning. A particular example centering a place-based curriculum and educator community of practice helps illustrate how engaging obliqueness and architecting connection might look like in practice. Overall, this paper aims to serve as a resource for reorienting ourselves toward transformation that engages a higher level of collective consciousness, along with the intelligence of the heart.

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