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An Ecogenesis for Education LB An Ecogenesis for Education: A Context for Learning Perceiving Systemic Patterns in the Design and Creation of Learning Communities Marsha Snow Morgan Core Faculty: Chris Michael Field Faculty: Ken Lebensold Submitted in Partial Fulfillment for the Degree Master of Arts Vermont College of Norwich University June 2000 1 Contents CHAPTER ONE: INTRODUCTION AND INDEX .......................................................... 4 What does it mean to create an integrative, ecological educational community? .......... 5 What does it mean to design and create ecological, integrated educational communities? ................................................................................................................ 10 Introducing the Model ................................................................................................... 14 Working with the Model ............................................................................................... 21 Chapter Summaries ....................................................................................................... 22 CHAPTER TWO: PARTICIPANT LEARNERS: PERSPECTIVES ON HUMAN CAPACITIES ................................................................................................................... 29 Montessori's Descriptive View of Human Capabilities: Needs and Tendencies .......... 33 Human Needs ............................................................................................................ 34 Human Tendencies .................................................................................................... 38 Applied Learning Theory .............................................................................................. 40 CHAPTER THREE: CONTEXT: WHAT IS THE WORLD? ........................................ 46 Introduction ................................................................................................................... 46 Shifting Paradigms ........................................................................................................ 52 Summary ....................................................................................................................... 62 CHAPTER FOUR: Process – Action ............................................................................... 63 Permaculture ................................................................................................................. 63 The Ethics of Permaculture ........................................................................................... 64 Characteristics of Permaculture .................................................................................... 66 Communities and Their Created Environments ............................................................ 68 Kids Edible Gardens ..................................................................................................... 71 CHAPTER FIVE: INTEGRATIVE EDUCATION and COMMUNITIES OF LEARNERS ...................................................................................................................... 73 CHAPTER SIX: Communication ..................................................................................... 80 CHAPTER SEVEN: Edges: Ecopsychology, Ecophilosophy .......................................... 84 Ecopsychology .............................................................................................................. 84 Ecophilosophy ............................................................................................................... 88 CHAPTER 7.1325: The Practicum Designing A Colloquium ......................................... 91 Part One: Introduction ................................................................................................... 91 Part Two: Natural Mapping Human Embeddedness in the Web of Life ...................... 92 Part Three: Reflection and Creation through the use of a Contextural Matrix ............. 93 Index to Presentations ................................................................................................... 96 2 Process Examples .......................................................................................................... 99 Content Resource Examples ....................................................................................... 105 Natural Mapping ..................................................................................................... 106 Slide Script .............................................................................................................. 111 A Cosmic Story ....................................................................................................... 115 “I Obey” .................................................................................................................. 129 Cosmic Calendar ..................................................................................................... 134 Wall Charts ............................................................................................................. 136 Promotional Materials ............................................................................................. 156 Colloquia Handouts ................................................................................................ 162 Music and Poetry .................................................................................................... 165 CHAPTER EIGHT: Concluding Remarks with Reflection through Self-Research ....... 170 Participatory Research Rationale ................................................................................ 170 Topic ........................................................................................................................... 175 Process ........................................................................................................................ 175 Journaling: Self–Other Communion ........................................................................... 179 Practicum Related Experiences ................................................................................... 181 Personal Journeys During the Course ......................................................................... 188 Spiraling the Model ..................................................................................................... 199 References ....................................................................................................................... 204 Appendices ...................................................................................................................... 208 3 CHAPTER ONE: INTRODUCTION AND INDEX The three principal endeavors of a Bard: One is to learn and collect sciences; The second is to teach; The third is to make peace And to put an end to all injury; For to do contrary to these things Is not usual or becoming to a Bard. The Triads of Britain I seek with respect and humility to follow the integrity of the bard as I report my learning adventure. The bard was a Celtic poet or minstrel. I extend the definition to my mode of sharing while attempting to honor the spirit of the original intention. Some say that the Sixth Extinction is inevitable. There are facts that support this view that I cannot challenge. Nevertheless, I go with hope and the conviction stated by Krishnamurti in his conversation with David Bohm. The Ending of Time was their topic and these were the words: "Even if there is not time to change it is still the right thing to do." (Krishnamurti and Bohm, The Ending of Time, audio tape) Living in a new way involves creating a worldview that sees humanity as a participant in the natural cycles of the Earth and subject to the laws of the Cosmos. This worldview implies deep regard for all of creation. It involves looking at how we are with one another. It involves how we learn together of this new way of being. It becomes a choice-less choice. 4 I will put forward several assumptions that lay background for asking questions that I will follow in this inquiry. There are challenges of immense proportions facing humanity. Three prominent ones are: • Global ecological deterioration • Social unrest including a loss of identity and meaning • Perceptions that current educational approaches are failing I give credence to the idea that these three salient aspects of the crisis are related. None can be approached with disregard of the other. My fourth assumption is also my strongest conviction: • Education is the leverage point at which to address these challenges. I began to clarify my own assumptions by questioning: "Might we form a more beneficial world view that encourages an educational approach that bases itself on sustainable natural systems? If so, in what ways might educational communities based on such context bring about healthy and appropriate atmospheres and environments? In this time of shifting perceptions, how might humanity discover meaning and identity imbedded in ecological consciousness and strong community commitment? In what ways might that sensitivity influence our relationship to the natural environment? The driving question that emerges from the three challenges mentioned and the questions that emerge from them leads me to the overall-driving question of my inquiry. What does it mean to create an integrative, ecological educational community? 5 I sought to investigate and understand the atmospheres and environments that would prepare, nurture and sustain both the environment and the participants
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