tag:blogger.com,1999:blog-48602311962280718002024-03-18T20:14:07.264-07:00Earth RegenerativeIdeas, actions, examples, reflections on regenerating the earth. A formative period for the <a href="http://www.earthregenerative.org">Institute for Earth Regenerative Studies</a>.Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.comBlogger60125tag:blogger.com,1999:blog-4860231196228071800.post-50996940624787881152021-12-16T11:35:00.005-08:002021-12-16T11:36:19.404-08:00Honoring bell hooks<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh70n96oao892X4WLQV2uJpmYPymn4jotsWo1C0NBy_pgYQX7y5UvUtBb_gmtYJpf4bsb30pzsU_B2FDisRlyPXP4fJJUUuJ05nmevweCPO0tYR2vp_wSJfb1PXuwtfOddXe7Wq4eB5Sn-Y-Z3qrFCqBp8Y7PsMvq-yh1N-qK7AE47bXilWQsY7amuc=s499" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="324" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEh70n96oao892X4WLQV2uJpmYPymn4jotsWo1C0NBy_pgYQX7y5UvUtBb_gmtYJpf4bsb30pzsU_B2FDisRlyPXP4fJJUUuJ05nmevweCPO0tYR2vp_wSJfb1PXuwtfOddXe7Wq4eB5Sn-Y-Z3qrFCqBp8Y7PsMvq-yh1N-qK7AE47bXilWQsY7amuc=s320" width="208" /></a></div><br /><p></p><div style="color: black; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 12pt;"><span style="font-size: 12pt;">Here is a passage from bell hooks' <i>Appalachian Elegy: Poetry and Place</i> </span><div style="font-size: 12pt;"><br /></div><div style="font-size: 12pt;">7. <br /></div><div style="font-size: 12pt;"><br /></div><div style="font-size: 12pt;">again and again</div><div style="font-size: 12pt;">she calls me</div><div style="font-size: 12pt;">this wilderness within</div><div style="font-size: 12pt;">urging me onward</div><div style="font-size: 12pt;">be here</div><div style="font-size: 12pt;">make a path</div><div style="font-size: 12pt;">where the sound</div><div style="font-size: 12pt;">of ancestors speaks</div><div style="font-size: 12pt;">a language heard beyond the grave</div><div style="font-size: 12pt;">this earth I stand on</div><div style="font-size: 12pt;">belongs to the many dead</div><div style="font-size: 12pt;">treasure I find here</div><div style="font-size: 12pt;">is all gift</div><div style="font-size: 12pt;">tender solace</div><div style="font-size: 12pt;">holding back the future</div><div style="font-size: 12pt;">the dead that will not let us forget</div><div style="font-size: 12pt;">late ones</div><div style="font-size: 12pt;">and even further back</div><div style="font-size: 12pt;">the ancients</div><div style="font-size: 12pt;">dreaming achieving</div><div style="font-size: 12pt;">they will not let us forget</div><div style="font-size: 12pt;">time is aboriginal eternal</div><div style="font-size: 12pt;">they carry us back</div><div style="font-size: 12pt;">take us through the sacred portal</div><div style="font-size: 12pt;">that we may come again then again</div><div style="font-size: 12pt;">into the always present</div><div style="font-size: 12pt;"><br /></div><div style="font-size: 12pt;"><br /></div><div style="font-size: 12pt;"><br /></div><span style="font-size: 12pt;">(hooks, 2012, p. 17)</span></div><div style="color: black; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 12pt;"><span style="font-size: 12pt;"> </span></div><div style="color: black; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 12pt;"><span style="font-size: 12pt;"> </span></div><div style="color: black; font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 12pt;"><br /><i>(<a href="https://www.poetryfoundation.org/poems/148751/appalachian-elegy-1-6" target="_blank">sections 1-6 of Appalachian Elegy available here from the Poetry Foundation</a>)</i><br /></div>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-3564339549488848462021-11-16T08:41:00.004-08:002021-11-16T10:53:21.454-08:00Envisioning Educating-With - and Supporting the Detox of Dependency in Learners to Nurture Ecofractal Networks of Interconnected Imagination<p>Grading and evaluation are troubling topics in regenerative education. If we are deeply committed to students moving from intrinsic motivation, interest, and curiosity, yet teach within dominant-culture organizations, what are we to do? </p><p>Students have been enculturated in external locus of control evaluation. I'm teaching a class right now where the students develop their own rubrics for deep self-evaluation. Yet some students continue to not show up as much as they would, not contribute as much as they would than if every discussion and activity had specific points associated with it. The reductionism, hierarchy, and externalization of value intrinsic to dominator culture education structures would tend toward classrooms of dis-integrated nodes of action that can be independently enumerated. </p><p>I imagine co-designing with students a detox regimen where they can reorient around intrinsic motivation and geared toward interconnective co-creative explorations. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizHOWWLdnlDFiM2LAl9eLjD4vo4rWugmWZFgWXRxiOzWvVhVdVZwd-CjK49xsk3WJ1lHw1NTHAyW1DTQrq2oIpd0EcW3YFEyxLipO3y053wlp05dyiKWYL5Rmm7Jx-b-IW_3bJ1YoFe4k/s2000/BarbaraWildenboer18_04.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1672" data-original-width="2000" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizHOWWLdnlDFiM2LAl9eLjD4vo4rWugmWZFgWXRxiOzWvVhVdVZwd-CjK49xsk3WJ1lHw1NTHAyW1DTQrq2oIpd0EcW3YFEyxLipO3y053wlp05dyiKWYL5Rmm7Jx-b-IW_3bJ1YoFe4k/w400-h335/BarbaraWildenboer18_04.jpg" width="400" /></a></div><p style="text-align: center;"><i>Artwork by Barbara Wildenboer (<a href="https://www.thisiscolossal.com/2018/09/altered-books-by-barbara-wildenboer/">Link</a>)</i><br /></p><p>In kinds of regenerative education informed by power-with, we might instead envision eddies and flows of integrating discussion across multiple activities and readings, and a connectivist ethos of collaborative inquiry. I fantasize mycelial rubrics of connection and collaboration and mutual making. How can we co-generate networks of fresh connection and co-nurturing extensions of knowledge? ...And what software, rather than the hyperstructure of Canvas or the dungeons of diffraction in Moodle, might support such network making? A mashup of decentered mindmapping and rich media? Perhaps with "scores" for fluidity, flexibility, originality, and elaboration? Via citations, quotes at nodes, plus rich multimedia content, original drawings at nodes? And what about metapatterns of an ecofractal nature rather than simple radiance? A regenerative educator can always dream...</p><p><br /></p>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-48779136763668687002021-11-08T06:59:00.052-08:002021-11-10T07:18:01.282-08:00Regenerative Teaching for Oracular Futures - A Recent Proposal on Oracular Poems of Intersectional Climate Justice Futures: Ecotopia v Zombie Apocalypse<p dir="ltr" id="docs-internal-guid-9b9c5c13-7fff-fe53-5f46-bacc13c60cd8" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"></span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzjPJtsA1oWmB__RkLX_0p9oEUnykfd2XskKz-mjrLMIHDe0ewxfKaCEl9afFmgLoyaNRWnvdITSvAg_R3FqzbwVbWaQWZMoW5F13FDVKW9PcmqmeFQ_bbxn0_Xkm6MHqQkduRHEIF4PA/s1134/Screen+Shot+2021-11-10+at+7.11.35+AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="628" data-original-width="1134" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzjPJtsA1oWmB__RkLX_0p9oEUnykfd2XskKz-mjrLMIHDe0ewxfKaCEl9afFmgLoyaNRWnvdITSvAg_R3FqzbwVbWaQWZMoW5F13FDVKW9PcmqmeFQ_bbxn0_Xkm6MHqQkduRHEIF4PA/w400-h221/Screen+Shot+2021-11-10+at+7.11.35+AM.png" width="400" /></a></div><p></p><p style="text-align: center;"><i> Source: Deep Blutopia, San Diego 2121, Alan Marshall (<a href="https://www.ecotopia2121.com/single-post/2017/12/05/deep-blutopia-san-diego-in-2121" target="_blank">Link</a>)</i><br /></p><p>I recently drafted this proposal for a 2022 International Poetic Inquiry conference. It relates to inviting people into playing a multi-day collaborative writing game I created called "Ecotopia Versus Zombie Apocalypse" (Game Guidelines here: <a href="https://www.earthregenerative.org/ecotopiavzombie/game">https://www.earthregenerative.org/ecotopiavzombie/game</a> ) </p><p> </p><p>Starting with a couple of motivating quotes by Kagawa and Selby (2009) and Haraway (2017):<br /></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 1.0in; margin-top: 0in;"><span style="color: #434343; font-size: 11.0pt;">“Wherever it takes place, <span style="background: #CFE2F3;">climate
change education needs to be a social and holistic process</span>… Looming
rampant climate change calls for flexible learning and emergent curriculum
approaches that embed climate change learning and action within community
contexts…. The threat is also too urgent to any longer continue with
epistemologically under-dimensioned learning confined to rational, linear,
classificatory, and mechanistic ways of knowing and seeking to effect change.
Employed exclusively, even predominantly, such ways of knowing are tantamount
to applying disease as remedy. <b><span style="background: #CFE2F3;">There is a
need for the complementary and recursive use of artistic, embodied,
experiential, symbolic, spiritual, and relational learning, especially in the
vital task of reconnecting learners to the earth while enabling them to
discover their (connected) identity and realize their full potentials.</span></b>”
</span><span style="font-size: 11.0pt;"></span></p>
<p class="MsoNormal"><br style="mso-special-character: line-break;" />
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<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 1.0in; margin-top: 0in;"><span style="color: #434343; font-size: 11.0pt;">(2009, pp. 242-243, Fumiyo Kagawa & David Selby, “Climate
Change Education: A Critical Agenda for Interesting Times”)</span></p>
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{page:WordSection1;}</style><blockquote>“We relate, know, think, world, and tell stories through and with other stories, worlds, knowledges, thinkings, and yearnings. So do all the critters of Terra, in all our bumptious diversity and category-breaking compositions and decompositions. Words for this might be materialism, evolution, ecology, sympoiesis, history, situated knowledges, animism, and science art activisms, complete with the contaminations and infections conjured by each of these terms. Critters are at stake in each other in every mixing and turning of the terran compost pile. We are compost, not posthuman; we inhabit the humusities, not the humanities. Philosophically and materially, I am a compostist, not a posthumanist. Beings – human and not – become with each other, compose and decompose each other, in every scale and register of time and stuff in sympoietic tangling, in earthly worlding and unworlding. All of us must become more ontologically inventive and sensible within the bumptious holobiome that earth turns out to be, whether called Gaia or a Thousand Other Names.” (Donna Haraway, 2017, p. M45)</blockquote><p></p><p><br /></p>
<p style="margin: 0in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Polychordal exuberance and post-apocalyptic incantation presage
the way Anzaldúan queer-magical nepantlera poets (Anzaldua) cross the
borderlands of transtemporal and transpatial climate justice to forge fresh
futures. Macy (2020) asks, what might the future beings 200 years from now know
about our contemporary acts of courage and bravery that help bring about their
survivance? In the vicinity of Tsing’s monsters of the Anthropocene (2017) and
Harawayian compostist future fictioning in the Cthulucene (2016), I explore the
accounts incubated in graduate classrooms beyond the “zombie” wars, with
intersectional ecofeminist, ecopsychological, climate justice, and queer
ecological lenses. Using poetic inquiry methods, I share poems and intercepts
from the struggles of the emergent future. Layering texts co-created with
mythic beings, earth dwellers, and zombies, crafted by graduate students in
intersectional ecofeminisms and sustainability innovation: fresh possibilities
arise. How can we bust beyond binaries and imagine our way into the emergent
unknown, leveraging patterns from biocultural and nature-based regeneration as
templates for fresh possibilities? And how can the fruits of these fresh
disjunctures and ethical rearrangements invite us into futures worth
inhabiting? Listen, listen - a la Alexis Pauline Gumbs’ “Evidence” (2015) and <i>M
Archive: After the End of the World</i> (2018) - to the voices of the
future beings, breathing their blessings, offering their encouragements and
clarifications. Can poetry and creative writing direct a kind of distributive
justice? At the quickening sensefield matrix, the intersectional juncture, the
ecotonal deltaflux, tuned to sensitive sensing through poetic entrainment, we
time travel and inmerge to greater wholeness. </span></p>
<p id="docs-internal-guid-504d7f03-7fff-b317-f923-2b5d4c0d97ed" style="margin: 0in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p>
<p align="center" id="docs-internal-guid-369e8660-7fff-a68b-7319-ecb60e48bfde" style="margin: 0in; text-align: center;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Partial
References</span></p>
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</p>
<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Ambrose,
Don. “Utopian Visions: Promise and Pitfalls in the Global Awareness of the
Gifted.” <i>Roeper Review, 30</i>:52-60, 2008. doi: 10.1080/02783190701836460</span></p>
<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Bigelow,
Bill, and Tim Swinehart, Editors. <i>A People’s Curriculum for the Earth:
Teaching Climate Change and the Environmental Crisis. </i>Milwaukee:<i> </i>Rethinking
Schools, 2014. </span></p>
<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Canty,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Davies, Kate.
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Gumbs,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Haraway,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Hauk,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Kagawa,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Krall,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Olsen,
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<p class="MsoNormal" style="margin-left: .25in; text-indent: -.25in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Selby,
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{page:WordSection1;}</style>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-18753555646206001932021-11-01T20:36:00.005-07:002022-10-15T19:18:36.978-07:00Sources of Strength for Regenerative Teaching and Learning 2: Intimations of the Ecopsychology of Deeper Learning<p>Given that educators have a desire to support students deepening beyond surface curiosity to deeper learning, what can ecopsychology offer? What might deeper learning look like, including in online learning contexts? </p><p>As a follow-up to<a href="https://earthregenerative.blogspot.com/2021/10/sources-of-strength-for-regenerative.html" target="_blank"> a recent post about grappling with grief as a way through to shifted perspectives</a> and greater empathy, including grappling with Earth grief, I want to open an exploration of deeper learning. I noticed in two current online course discussions, how students can move towards convivial kibbitzing and avoid deeper lines of inquiry. </p><p> Is this because of a tension between relationship building and a fear of online attack, particularly because of intersectional dynamics with fewer interpersonal cues, including along dimensions of genders, sexualities, and social constructions of race? In feminist education this has sometimes been termed a "cozy" environment. We can all stay safe by agreeing, right? Here's a few online social technologies that can open things up: </p><ul style="text-align: left;"><li>Brave space guidelines can open up discussions (Backgrounder: <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwivhK3xpPfzAhV1sDEKHcE6DkQQFnoECAQQAQ&url=https%3A%2F%2Fwww.gvsu.edu%2Fcms4%2Fasset%2F843249C9-B1E5-BD47-A25EDBC68363B726%2Ffrom-safe-spaces-to-brave-spaces.pdf&usg=AOvVaw0rql81Fk26jOI3UDFjqqYA" target="_blank">Arao & Clemens, 2013</a>; Guidelines for Brave Communication (<a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwienf2DpffzAhWvVzABHbHUAqkQFnoECAUQAQ&url=https%3A%2F%2Fstatic1.squarespace.com%2Fstatic%2F581e9e06ff7c509a5ca2fe32%2Ft%2F58f25fa937c58130853337df%2F1492279209799%2F04%2BAWARE-LA%2BBrave%2BSpace%2BGuidelines%2Band%2BHistory.pdf&usg=AOvVaw0itdNb6M1vi2WcUGmhE1yH" target="_blank">AWARE-LA, n.d.</a>)</li><li>Approaches that elicit deeper, creative and evaluative critical and innovative thinking, leveraging the inversion of Bloom's Taxonomy such that creative work is the zenith; its horizontalization in the Bloom's Rose (see Figure 2), applied to thinking and learning</li></ul> <div class="separator" style="clear: both; text-align: center;"><a href="https://cdn.vanderbilt.edu/vu-wp0/wp-content/uploads/sites/59/2019/03/27124326/Blooms-Taxonomy.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="800" height="225" src="https://cdn.vanderbilt.edu/vu-wp0/wp-content/uploads/sites/59/2019/03/27124326/Blooms-Taxonomy.jpg" width="400" /></a></div><br /> <br /><div style="text-align: center;"><i>Source: Vanderbilt University Center for Teaching, </i></div><div style="text-align: center;"><i>Article Link: <a href="https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/" target="_blank">https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ </a></i></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/thumb/2/24/Blooms_rose.svg/1318px-Blooms_rose.svg.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="727" data-original-width="800" height="364" src="https://upload.wikimedia.org/wikipedia/commons/thumb/2/24/Blooms_rose.svg/1318px-Blooms_rose.svg.png" width="400" /></a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://commons.wikimedia.org/wiki/File%3ABlooms_rose.svg" target="_blank">https://commons.wikimedia.org/wiki/File%3ABlooms_rose.svg </a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg748PYaXAK4UsBuT9C1gz3BuxFlYW_MJoZMFM5z8QioaJkQQSrAU6C3dDffIHmzuY_z401i3wydoh92XodlvlnZKtFPzoLj5kdCBDUPfVPG36oJpL6pwOtRM5cQV7IM9c-s7IUZ9v7vGg/s2048/EEF+Metacognition+and+Self-Regulated+Learning.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1448" data-original-width="2048" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg748PYaXAK4UsBuT9C1gz3BuxFlYW_MJoZMFM5z8QioaJkQQSrAU6C3dDffIHmzuY_z401i3wydoh92XodlvlnZKtFPzoLj5kdCBDUPfVPG36oJpL6pwOtRM5cQV7IM9c-s7IUZ9v7vGg/w400-h283/EEF+Metacognition+and+Self-Regulated+Learning.jpg" width="400" /></a></div><i><br /></i><div style="text-align: center;"><i>Source: Education Endowment Foundation (2018, 2021) - <a href="https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition" target="_blank">Source Page</a></i><br /></div><div style="text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://media-exp1.licdn.com/dms/image/C4E12AQHhfYj3gupQlg/article-inline_image-shrink_1000_1488/0/1520583615242?e=1671062400&v=beta&t=RViZLtNM-nyjpcGRTGi8LDeGW71QCTsPJrwmBeyR--0" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="597" data-original-width="800" height="299" src="https://media-exp1.licdn.com/dms/image/C4E12AQHhfYj3gupQlg/article-inline_image-shrink_1000_1488/0/1520583615242?e=1671062400&v=beta&t=RViZLtNM-nyjpcGRTGi8LDeGW71QCTsPJrwmBeyR--0" width="400" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: center;"><i>Francis, 2016 - <a href="https://www.linkedin.com/pulse/return-synthesis-connecting-critical-creative-thinking-francis/" target="_blank">Source Article</a></i><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Supporting students being metacognitive in their own teaching and learning has profound gains. I can model and encourage learners to dig deeper to ask creative questions (see EEF, 2021 Diagram above). These creative questions can catalyze mutual inquiries - very useful in generating deeper conversations. </div><div style="text-align: left;"> </div><div style="text-align: left;">What might be an ecopsychological dimension to these questions that can take us deeper? I wonder how nimble perspective shifting, lithe creativity, and compassion sourced from the wellspring of ecoconnection and ecojustice ethics might support this deepening as well. How can we with resilience. Perhaps we can apply these principles from Earthflow (Hauk, 2014, p. 361) to our shared explorations ...</div><div style="text-align: left;"> </div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrhOdLLZQw4sGau3q5-PYvshsqx4YiTTmWAJDUuMo28IyTxzyxvcApgUsXOr6RFYqIbPO9MDFybVTIXnLrpbrjcGEewtkpnzbsAquqwvB2YBJOYN2SHvhJbVu7CfgWfzQ2-RbcgeNQF08/s2048/Screen+Shot+2021-11-02+at+8.34.28+PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrhOdLLZQw4sGau3q5-PYvshsqx4YiTTmWAJDUuMo28IyTxzyxvcApgUsXOr6RFYqIbPO9MDFybVTIXnLrpbrjcGEewtkpnzbsAquqwvB2YBJOYN2SHvhJbVu7CfgWfzQ2-RbcgeNQF08/w400-h225/Screen+Shot+2021-11-02+at+8.34.28+PM.png" width="400" /></a></div><br /> </div><div style="text-align: left;"><br /></div>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-5210441644419165662021-10-26T11:24:00.002-07:002021-10-26T11:24:42.693-07:00Sources of Strength for Regenerative Teaching and Learning 1: Encountering Rather than Resisting World Grief<p style="text-align: center;"><i></i></p><div class="separator" style="clear: both; text-align: center;"><i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSoSfL3BAKUsP8D5GQoyi2jOJbay6OcY_6pniwo4MNpPSuDzH73ySLR41yxYOOu4COhQmOMG8MePUsFx2ZTgaKEX9YCfbms7db9mPhUirktcLkPb2qiIsbkqmS5ZzHpZu8Qze3u_2PidQ/s2048/Screen+Shot+2021-10-26+at+11.21.21+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1660" data-original-width="2048" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSoSfL3BAKUsP8D5GQoyi2jOJbay6OcY_6pniwo4MNpPSuDzH73ySLR41yxYOOu4COhQmOMG8MePUsFx2ZTgaKEX9YCfbms7db9mPhUirktcLkPb2qiIsbkqmS5ZzHpZu8Qze3u_2PidQ/s320/Screen+Shot+2021-10-26+at+11.21.21+AM.png" width="320" /></a></i></div><p></p><p style="text-align: center;"><i>Artist: Hokyoung Kim from New York Times, 2019 (<a href="https://www.nytimes.com/2019/11/15/sunday-review/depression-climate-change.html" target="_blank">Article Link</a>)</i><br /></p><p>Much like appreciative inquiry, regenerative learning and teaching involves cycles of imagining, designing, transformation, and emergence. I have elsewhere explored different models of emergence in transformative learning, including teaching like a hurricane or storm, like vermiculture underground in winter fallowing, as metamorphosis, and as spring bud burst (<a href="https://www.researchgate.net/publication/259440629_Hauk_M_2011_March_Compost_blossom_metamorph_hurricane_-_Complexity_and_emergent_education_design_Regenerative_strategies_for_transformational_learning_and_innovation_Peer-reviewed_journal_academic_pap" target="_blank">Hauk, 2011</a>). These kinds of vibrant processes leverage ecological emergence models as templates for teaching and learning. </p><p>Collaborative creativity and complexity dynamics catalyze complex regenerative creativity as well (<a href="https://www.researchgate.net/publication/312811417_Complex_Regenerative_Creativity" target="_blank">Hauk, 2015</a>). Both of these models leverage the expansive dynamics of the spiral rather than a simple iterative cycle in learning. </p><p>In a time when the end run of reductionist linearity can appear apocalyptic and extinctive, how do teachers recircuit and reconnect for spirals and continuity? Two resources come to mind. </p><p> In <i>Active Hope: How to Face the Mess We're In Without Unexpected Resilience and Creative Power</i> (Macy & Johnson, 2020), four shifts are born from reconnecting with and honoring our pain for the world. These shifts include re-perceiving a greater sense of self, a different kind of power-with, richer experiences in community, and enlarging views of time. These gifts come from reconnecting with our feelings of despair and releasing rather than repressing them. Our students are experiencing world-grief and despair about climate chaos and climate justice. Designing curriculum and approaches to create space for these experiences make the learning relevant for today's learners. <br /></p><p>This reconnection opens up a profound insight that what brings about these feelings is actually our connectedness with the larger cycles of life. We feel pain for mass extinction and the fate of our species because we are embedded inside of generative systems of the earth. These activist-scholars explore how this reconnection opens up a great sourcing in creativity and a release of the deadening habits that we might have used to avoid the intense feelings. We regain time and energy because we are not continuously feeding our denial. </p><p>How can our teaching and learning be informed by this ecopsychological insight? Malkia Devich-Cyril in adrienne maree brown's <i>Holding Change</i> offers further insight, "To Give Your Hands to Freedom, First Give them to Grief" (2021). They share, </p><p></p><blockquote>"Along my own journey, what surprised me most was the discovery that grief is not an enemy to be avoided. In fact, resisting grief led to my suffering, becoming intimate with grief led me to the lesson that grief and joy are inextricably linked. Though generations of traumatic loss can become conflated with deformed expectations, standards, and culture, grief in all its forms has the potential to bring us closer to the truth of the world, to make us more tender and more filled with delight. It is from this new kind of gratitude, this pandemic joy, that we can risk together in action, in democratic decision makin, in strategic vision. This is one part of liberation." </blockquote>Future posts will explore how to create transformative space for this kind of opening to world grief and species despair. <br /><p></p>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-46747133863866198852021-10-18T06:55:00.001-07:002021-10-18T06:55:45.003-07:00Creating Spaces for Graduate Learners to Emergently Design Curriculum Inspired by Complex Systems<p style="text-align: left;"> </p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/Y-5ffl5_7AI" width="320" youtube-src-id="Y-5ffl5_7AI"></iframe></div> <p></p><p style="text-align: center;"><i>Lens of Time: Secrets of Schooling, Biographic, 2017</i><br /></p><p>How do we come to know and understand more about ourselves as part of the emergence of the universe in becoming? Inspired by the characteristics of <i>The Living Universe</i> (Elgin, 2011), as part of <i>Living Systems</i> (Capra & Luisi, 2014), and nurtured by insights from the dynamics of complex adaptive systems and complex emergence, complexity-informed teaching and learning open up fresh perspectives and approaches.<br /></p><p>In emergentist approaches, the process of teaching and learning itself becomes centered as a part of the curriculum. Go meta! This term, that means in an eight-week graduate course, I am designing two of the weeks of the curriculum, and also supporting the students as co-designers developing five weeks of the curriculum. We all engage in synthesis in the last week. </p><p>There are river banks to this river of emergent curriculum. These river banks in this case are guidelines for mini-syllabus development and materials curation. Many of these students are doctoral education students, so the approach of engaging in co-designing the curriculum is particularly relevant. We have core texts and readers that students select some chapters from to weave into their particular approaches. They also innovate catalytic experiential activities to warm up the Zoom class sessions. </p><p> A key approach is that in order to facilitate complex emergence, rather than focusing on linear outcomes that rely on cause-effect and reductive logics, complexity and systems-informed educators CREATE CONDITIONS. How do we create conditions for transformation and growth? </p><p>Two grounded resources come to mind for those interested in this approach: <br /></p><ul style="text-align: left;"><li>Crowell and Reid-Marr's luscious, narrative-based descriptions in <i>Emergent Teaching: A Path of Creativity, Significance, and Transformation</i> (2013)</li><li>and Marilyn Taylor's <i>Emergent Learning for Wisdom</i> (2011).<br /></li></ul><p>Two research-based volumes that support this kind of approach include Bill Doll & Jayne Fleener et al's <i>Chaos, Complexity, Curriculum, and Culture: A Conversation</i>, and Mark Mason's edited collection on <i>Complexity Theory and the Philosophy of Education</i> (2009). </p><p>The journey begins...<br /></p>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-5348518100154474492021-10-03T17:16:00.005-07:002021-10-03T17:21:15.467-07:00Teaching and Learning Regeneration - Part 1 - Riffing on Linda Hogan's Phrase, "Give Praise and Nurture Creation" <p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN_YrPwD05L5E6Ed84KRSrd1xQfKHDVKy8QeVTnGb5yl9IvD6G8iaLuE7QxFidJHO3R0uU2i2qjEa4JMvGVbSJAfsVZIRPrU5LpiGTwcwt6uG-vgYa0VION4rITQby-ABeFKq_teIxGVU/s2774/Triple+Imagery+-+10-3-21+MHauk+-+Regenerative+Resurgence+-+1+-+Screen+Shot+2021-10-03+at+5.12.10+PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1032" data-original-width="2774" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN_YrPwD05L5E6Ed84KRSrd1xQfKHDVKy8QeVTnGb5yl9IvD6G8iaLuE7QxFidJHO3R0uU2i2qjEa4JMvGVbSJAfsVZIRPrU5LpiGTwcwt6uG-vgYa0VION4rITQby-ABeFKq_teIxGVU/w400-h149/Triple+Imagery+-+10-3-21+MHauk+-+Regenerative+Resurgence+-+1+-+Screen+Shot+2021-10-03+at+5.12.10+PM.png" width="400" /></a></div><p> </p><p>Linda Hogan offers in <i>Dwellings</i>...</p><div><br /></div><div></div><blockquote><div>"Without
deep reflection, we have taken on the story of endings, assumed the
story of extinction, and have believed that it is the certain outcome of
our presence here. From this position, fear, bereavement, and denial
keep us in the state of estrangement from our natural connection with
land. <br /></div><div><br /></div><div>"We need new stories, new terms and
conditions that are relevant to the love of land, a new narrative that
would imagine another way, to learn the infinite mystery and movement at
work in the world. It would mean we, like the corn people of the Maya,
give praise and nurture creation." </div></blockquote><blockquote><div>from "Creations," in Linda Hogan (Chickasaw)'s <i>Dwellings: A Spiritual History of the Living World, p. 94</i></div></blockquote><p>What does it mean to generate learning contexts that nurture regenerative frames and forms? There is a key dimension of the processes of regeneration, and regenerative education, where things get composted and forms shift. What if we reframed the current entrancement with the apocalyptic toward what Macy terms, "the great turning" (with Johnstone, 2022): a perspective shift, from obliteration, to regeneration? Yes, forms are changing. Cultures, lifestyles, and what Eisler and Fry (2019) call the partnership way offer pathways of shift from systems of domination into mutuality and reciprocity. And as all these resources suggest, the pivot is about nurturing.<br /></p><p>How can this relate to teaching and learning? </p><p>Regenerative teaching involves nurturing. Regenerative learning invites a creative engagement, an imagination of possibility grounded in vivid relationship with/as the land that nurtures us and that we can nurture. We invite ourselves into remembrance, often difficult and sometimes trauma-filled, as is the nature of our current situation. As Toni Morrison (2019) suggests in the following passage, remembrance is an act of coalescing, a pulling together, generating a greater belonging. When Morrison says text or narrative or plot, I also think, curriculum:<br /></p><p></p><blockquote>"Rememory as in recollecting and remembering as in reassembling the members of the body, the family, the population of the past. And it was the struggle, the pitched battle, between remembering and forgetting, that became the device of the narrative. The effort to both remember and to not know became the structure of the text... the narrative strategy the plot formation turns on the stress of remembering, its inevitability, the chances for liberation that lie within the process." (Toni Morrison, <i>The Source of Self-Regard</i>, p. 324)</blockquote><p>Teaching can invite and nurture regenerative remembrance. And in this regenerative remembrance, we are remembering, and unerasing and reclaiming, in somatic and experiential as well as earth-based and creative engagements. We are remembering our interrelatedness, our possibility, and our wholenesses. We are regrowing the ligaments and tendons of connectedness. We are re-bodying the healthy ancestors and ancient lifeways. We are remembering our futures and building relationship with the future beings, for they are the ones that know the brave acts we undertake that create their future. We are reconnecting our experience of wholeness, as Morrison suggests, nurturing "the chances for liberation that lie within the process" (p. 324). </p><p>Regenerative education, then, grapples to reclaim and re-aim our own further rebecoming. Our tissues and sinews of connection regrow fibril by fibril from the matrix of our pain, our denial, and our situated knowing. The creative powers awaken in the midst of this radically transforming world. Regenerative education nurtures this conscious action of restorying, regrounding, and active nurture. </p><p>We aren't done yet, as a species or peoples. Whether through active earth hospice for the species angst and despair that opens us to remembrance of greater connectedness from which such pain springs, or via our own considerations of regenerative meta-storying, all those co-generated learning spaces can be sites of nurture. In the coming weeks I will consider some specific teaching and learning practices to embody regenerative remembrance and possibility. As the leaves up north here flare into golden leaf flame and layer into mulch, what compost can we be tending in our own hearts and hearths? What changes and shifts can we spark to sustain transformation? To nurture land connection, cultures of connection, and the sometimes long way home... <br /></p><p>Original Montage, Marna Hauk, 03 October 21 - "Regenerative Remembrance 1 " [Montage of Montana pond in autumn (MH, 21), aspens (MH, 21), radiant stone circle (Pexels)]<br /></p><p></p><p style="text-align: center;">References</p><p>Eisler, Riane, & Fry, Douglas P. (2019). <i>Nurturing our humanity: How domination and partnership shape our brains, lives, and future</i>. Oxford. <br /></p><p>Hogan, Linda. (1995). <i>Dwellings: A spiritual history of the living world. </i>Norton<i>.</i></p><p>Macy, Joanna, & Johnstone, Chris. (2022). <i>Active hope: How to face the mess we're in with unexpected resilience and creative power</i> (Rev. ed). New World Library. </p><p>Morrison, Toni. (2019). <i>The source of self-regard: Selected essays, speeches, and meditations.</i> Vintage. <br /><i></i></p>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-67532144707659714442021-01-15T17:34:00.001-08:002021-01-15T17:34:05.946-08:00Fresh publication: "The Verge" - Article on Meta-Method for Collaborative Sense-Making - Applied to Just Sustainability Arts<p><i>Note: There is a launch party on January 22, 2021 for this publication, contact Dr. Marna for the information. <br /></i></p><p><i>It's a pleasure to have this research paper, co-authored with Rachel Kippen, published by </i>Artizein <i>this month. We explore a creative process for collaborative sense-making using arts based methods, and how this approach helped us each deepen in understanding our own just sustainability arts research projects. Kudos to Editor Barbara Bickel and Guest Editor Darlene St. Georges: </i></p><p>
</p><div class="element" id="title">
<p><a href="https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1119&context=atj" target="_blank">The Verge: Networks of Intersubjective Responding for Just Sustainability Arts Educational Research</a></p>
</div><p>Two sustainability arts scholars
describe a method of data interpretation they developed for making sense
of complex environmental and sustainability education research data.
They “played” images and recorded a conversation in a form of arts-based
intersubjective knowing. The card game process was named the Verge
because of how the process promises to surface unheard voices and
re-center nondominant insights and ways of knowing. It leverages Casey’s
glance method with systems networks to complicate sense making in
arts-based educational research. The arts scholars intermixed research
data from two just sustainability education research case studies:
collages from participants of a climate justice social incubator as well
as participant art from place-based ecojustice walking pedagogy
research. The article engages in intersubjective responding and
generated arts-based responses to the process itself. The Verge
catalyzed insight in the researchers’ just sustainability arts
educational research. They suggest that the Verge could be a useful
research method for arts-based educators, particularly sensitive to the
ecological and social justice dimensions of data and learning contexts.
The researchers found the method helped them gain insight and
perspective, sense bias, make subtle connections, sense patterns,
decenter domination discourses, and enhance their capacity to engage
creatively and critically with social and ecological intelligence in
their research process. They posit that the Verge can nurture the
unfinished and ongoing work of educational design for just
sustainabilities.</p><p><br /></p><p>Here is a visual and a poem from the synthesis part of the work: </p><p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiByQzpf7fYCm56LxCvo6Ov9crW269f2dCp6iJ2-FD8yTu0LPJq0NqdulT2ja7xPdyX7CaysX3obm4TWQIew6QkOUe3WCTMQ96FEPbVT7FA7m6bzD9cGOxriIDuwqA05qYCUamclA-5KOk/s1462/hauk-kippen-verge-figure-8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1462" data-original-width="1322" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiByQzpf7fYCm56LxCvo6Ov9crW269f2dCp6iJ2-FD8yTu0LPJq0NqdulT2ja7xPdyX7CaysX3obm4TWQIew6QkOUe3WCTMQ96FEPbVT7FA7m6bzD9cGOxriIDuwqA05qYCUamclA-5KOk/s320/hauk-kippen-verge-figure-8.JPG" /></a></div><br /><p></p><p><!--[if gte mso 9]><xml>
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<![endif]--></p><p>
</p><p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><b><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">On the Verge</span></b></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><sup><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Calibri \(Headings\)"; mso-hansi-theme-font: minor-latin;"> </span></sup></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><i><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Calibri \(Headings\)"; mso-hansi-theme-font: minor-latin;">Intersubjective
Responding Poem, written by Marna Hauk</span></i><b><i><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"></span></i></b></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">nexus of the broken, crazed and braised curation: </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">knots and nodes explode us out of broken boxes.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">verging, the insistence to connect - no, really the break</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">ing through of the underlying nettlings and mats</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">imbricating vats of vast connecting. the ribbon works of
“fractured seeing” </span><sup><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Calibri \(Headings\)"; mso-hansi-theme-font: minor-latin;">*</span></sup><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"></span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">are ley lines re-announcing possibilities, the subversive
truth</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">that “what we need / is here. And we pray: not / for new
earth</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">or heaven, but to be / quiet in heart, and in eye / clear.” </span><sup><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Calibri \(Headings\)"; mso-hansi-theme-font: minor-latin;">**</span></sup><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"></span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">tendrilled rupture of our hallucinated isolation</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">returning us to intricate netting, nesting, nestling. </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">this living world of whorled amanuensis, fractal wholes: </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">whether in a circle, under shade of rowan and walking onion, </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">or in circles on sand, weaving reclaimed plastic, we touch in</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">to the greater weavings, through weft of flocks and stones, </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">warp of stories and names, resurrecting bones, across great
spans of time, </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">dedicated to create sanctuary, for the flourishing of future
beings.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">“We seek not rest but transformation.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">We are dancing through each other as
doorways.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">We are ripples crossing and fusing,
journeying and returning.” </span><sup><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Calibri \(Headings\)"; mso-hansi-theme-font: minor-latin;">***</span></sup><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"></span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">let our walking, shaking, slaying of
chains and remains</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">forge a greater quaking, realign the
sublime subterranean snaking</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">until, amplified, returning to the
verge of becoming, to ground and body, </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">we can forever sense earth tendrils
and human hands, connecting us to justice. </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">just us, quivering, in this queer,
deep belly invitation to matter, as we embrace</span></p>
<p class="Normal1" style="line-height: normal;"><span style="font-family: "Cambria",serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: major-latin; mso-hansi-theme-font: minor-latin;">this
umbilical, rooted, radical, cloud-weaving, evanescent, essential net-web-braid.</span></p>
<p class="Normal1" style="line-height: normal; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><br /></span></p><p class="Normal1" style="line-height: normal; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"> * Jeanine Canty, 2017,
from “Seeing Clearly Through Cracked Lenses”</span></p><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"> </span>** Wendell Berry, 1985,
from “The Wild Geese”</span><br /><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"></span><p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;"><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"><span style="color: windowtext; font-family: "Times New Roman",serif; font-size: 10.0pt;"> </span>*** Marge Piercy, from “Circling,” <i>Living in the Open</i>, p. 83</span></p>
<p> </p><p><br /></p>
<h4>Recommended Citation</h4>
<p class="citation">
Hauk, Marna, & Kippen, Amanda Rachel.
(2020). The Verge: Networks of intersubjective responding for just sustainability arts educational research.
<i>Artizein: Arts and Teaching Journal, 5</i>(1)
, Article 11. Retrievable from https://opensiuc.lib.siu.edu/atj/vol5/iss1/11 </p><p class="citation"><br /></p>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-12232458170784016232019-03-04T10:50:00.000-08:002019-03-04T10:56:37.826-08:002019 Events with the Suppressed Histories Archives - June 2019 Portland, Oregon Visual Talk on Healers, Curanderas, and Medicine Women, plus Saturday Salon<div class="separator" style="clear: both; text-align: center;">
<a href="http://earthregenerative.org/images/Max-June-19-healers.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="446" data-original-width="800" height="221" src="https://earthregenerative.org/images/Max-June-19-healers.png" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://earthregenerative.org/images/Max-June-19-salon.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="701" data-original-width="800" height="350" src="https://earthregenerative.org/images/Max-June-19-salon.png" width="400" /></a></div>
<br />
The Institute for Earth Regenerative Studies is pleased to host June 2019 programs with the Suppressed Histories Archive. More information and text available in this <a href="http://earthregenerative.org/pdf/2019-Max-Dashu-JuneEventsPDX.pdf" target="_blank">program flyer</a>. Facebook event pages are here: <a href="https://www.facebook.com/events/275119346720783/" target="_blank">Friday Visual Talk on June 7th</a>; <a href="https://www.facebook.com/events/755981078118751/" target="_blank">Saturday Salon on June 8th</a>. <a href="https://squareup.com/store/earth" target="_blank">Online ticketing, including bundled tickets and early bird discounts, are available online</a>.<br />
<br />Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-15595226217894439392018-01-04T04:29:00.000-08:002018-01-04T04:31:31.397-08:00New Online Material: Land and Place as Principal Investigator: Turning the Research Spiral<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipsO5gz7di5hKtT0kqofPlGeQGj0VuE4tmDLsp1wG7yLgOnWBsAtSpB8Db1tespmE2Is84eomqPZbs2nJ2GSXBXZRoyat7ezzhx5BTQGIcvb8eWcGSb-x2Cet3S3JizAzHTWNztVe2IVo/s1600/Land+and+Place+as+PI+-+Spiral+Image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1474" data-original-width="1600" height="294" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipsO5gz7di5hKtT0kqofPlGeQGj0VuE4tmDLsp1wG7yLgOnWBsAtSpB8Db1tespmE2Is84eomqPZbs2nJ2GSXBXZRoyat7ezzhx5BTQGIcvb8eWcGSb-x2Cet3S3JizAzHTWNztVe2IVo/s320/Land+and+Place+as+PI+-+Spiral+Image.png" width="320" /></a></div>
Dr. Hauk collaborated with three other scholars to generate a <a href="https://docs.google.com/document/d/1dcqk7pWAbWhzeLUGpTyEhxh6YDxw3dnd61D5O0vaAf4/edit?usp=sharing" target="_blank">briefing paper</a> and <a href="https://naaee.org/our-work/programs/conference/past-conferences/sessions/land-and-place-principal-investigator" target="_blank">slide presentation</a> as part of the 14th Annual Research Symposium of the North American Association of Environmental Education on the topic of "Land and Place as Principal Investigator: Turning the Research Spiral." As a deepening of applying Gaian methods in research, this work explores the rich intersection of converging movements to invert human-centered research approaches. Co-authors included Mandy Leetch, Mandisa Wood, and Rachel Kippen.<br />
<br />
The abstract:<br />
<br />
<span style="color: #58595b; font-family: "open sans" , sans-serif; font-size: 16px;">Imagine a future in which land and place increasingly serve as co-researchers or principal investigators in environmental and sustainability education research. Land-based pedagogy, critical place inquiry, indigenous knowledge systems and indigenous ways of knowing, feminist materialisms, bioculturally responsive curriculum development, nature as teacher, terrapsychology, living systems ethical research considerations, and Gaian methods converge. These slides and briefing paper help explore questions of consent, data-gathering, authorship, and ethics through experiential, collaborative dialogue with examples, paradigms, and methods. Participants walk away with knowledge of effective practice and a resource bibliography to continue to innovate away from anthropocentric assumptions in environmental and sustainability education and towards more inclusive paradigms, methodologies, lenses, and frames for higher quality research.</span><br />
<span style="color: #58595b; font-family: "open sans" , sans-serif; font-size: 16px;"><br /></span>
<a href="https://www.slideshare.net/MarnaHaukPhD/2017-slides-land-and-place-as-principal-investigator-turning-the-research-spiral-naaee-2017-research-symposium-hauk-leetch-wood-kippen-final-posted?ref=https://naaee.org/our-work/programs/conference/past-conferences/sessions/land-and-place-principal-investigator" target="_blank"><br class="Apple-interchange-newline" />The slides are available on Slideshare. </a><br />
<a href="https://docs.google.com/document/d/1dcqk7pWAbWhzeLUGpTyEhxh6YDxw3dnd61D5O0vaAf4/edit?usp=sharing" target="_blank">The briefing paper is available online as a google doc</a>.Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-40432319970347832242017-05-26T07:47:00.002-07:002017-05-26T07:58:25.822-07:00 A response to Heather A. Swanson's "The Banality of the Anthropocene"<div>
</div>
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<a href="https://cnet2.cbsistatic.com/img/xRI3_3ZtSjgmayS1aUuDuuZS-QE=/1170x0/2014/02/09/c5e9b48c-9377-11e3-a24e-d4ae52e62bcc/37.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="534" data-original-width="800" height="266" src="https://cnet2.cbsistatic.com/img/xRI3_3ZtSjgmayS1aUuDuuZS-QE=/1170x0/2014/02/09/c5e9b48c-9377-11e3-a24e-d4ae52e62bcc/37.jpg" width="400" /></a></div>
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<div>
</div>
<div>
This article really reminds me of the a Sustainability Theory and Practice
commodity lifecycle assignment, as well as the way that just
sustain<span style="font-family: inherit;">abilities suggests an inclusive turn to both understand the
roots, in the way of environmental racism, the grandmother of just
sustainabilities, via envir<span style="font-size: small;">onmental justice, as well as inviting us into the future. Just sustainabilities
directs our attention and hones our skill at touching in both ways
- in the Macyian language, to see both the historical and futurity, the
ancestors and the future beings. Agyeman, Bullard, and Evans (2003)
argued for this important dimension, <span id="m_-6974857036299675043gmail-docs-internal-guid-61fbce98-452d-4781-0a17-c8c1af99d0fc" style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">noting
that “sustainable development requires that we give consideration to
our own developmental needs, as well as those of generations still to
come" (p. 188).</span></span></span><br />
<br />
So when the author Swanson (2017) suggested: <br />
<br />
<blockquote class="tr_bq">
<div style="margin-left: 40px;">
"Donna Haraway has called for curiosity as both scholarly method and
political practice, as an antidote to these learned blindnesses. In her
book <i>When Species Meet </i>(Haraway 2008), she becomes curious
about who and what she touches when she reaches out to pet her dog. That
curiosity becomes a radical practice of tracing and inheriting
histories, such as the dog-herding practices of livestock-based
Australian colonization efforts and the making of purebred dogs. But in a
world of structural blindness, such kinds of curiosity do not come
naturally. They must be cultivated. But how? How, in the words of Joseph
Dumit (2014), do we wake up to connections?</div>
<div style="margin-left: 40px;">
<br /></div>
</blockquote>
<div style="margin-left: 40px;">
<blockquote>
"Can we imagine corollaries to Bible study meetings or
consciousness-raising groups in which people would be encouraged to
trace the histories of the landscapes they inhabit, a process that might
draw them into new ways of seeing themselves and their worlds? I
imagine such practices as a multispecies analogue to Foucauldian
genealogy (see Foucault 1970). Might exploring the genealogies of Iowa
cornfields, for example, denaturalize them and counter the power of
their banality? Might they enable Iowans and all of us to become more
curious about the conditions of our own subjectivities and, in turn, how
we might transform the landscapes with which they are entangled? This
is the important work of making curiosity more common, of troubling the
Anthropocene." (para. 15-16)</blockquote>
</div>
</div>
I imagine something extra,
too. Thinking of the active hope practices (Macy & Johnstone, 2012),
I imagine we can cultivate a way of touching the dog and turn both
ways, virtually, in the way the present contains the past AND the
future. I can conduct the kind of "multispecies ...Foucauldian
geneology" that Swanson suggested (para. 16) as well as touch out and
sweep forward, into a potentially regenerative future, how this being,
this moment of connection, contact, and conscious shift, how my gaze can
become a dedicated glance (in the spirit of Casey, 2007), including a
prophetic touching out towards the future beings. Macy and Johnstone
described "learning to reinhabit time" (2012, p. 117). Deep time is
expansive and invitational. </div>
<blockquote class="tr_bq">
<div style="margin-left: 40px;">
"Could
future generations, for example, discover a way to communicate with us?
And if so, what might they say? Perhaps they could only do this if we
play our part too by extending ourselves forward in time to meet them.
We can do this through our imagination. We don't know whether the
communications we would receive this way would be real or imagined --
and we don't really need to know. They still offer useful guidance....By
giving future beings a voice, we bring them closer in a way that helps
us be guided by their perspective. Hearing ourselves reply to them also
helps us to step into a larger view of time" (pp. 158-159). </div>
</blockquote>
<div>
<br /></div>
<div>
In
this way, I would suggest sustainability and regenerative education
invite us to to both/and geneological and futurecasting, future-sensing
connectivity and relationality. This sensitization can be sustaining and
opening. As Macy and Johnstone suggested, <br />
<br />
<div style="margin-left: 40px;">
<blockquote class="tr_bq">
"We
can bring deep time to mind as we go about our daily lives. Even as we
wash the dishes, pay the bills, go to meetings, and so on, we can school
ourselves to be aware, now and then, of the hosts of ancestral and
future beings surrounding us like a cloud of witnesses. We can remember
the vaster story of our planet and let it imbue the most ordinary acts
with meaning and purpose. Each of us is an intrinsic part of that story,
like a cell in a larger organism. And in this story, each of us has a
role to play." (p. 160)</blockquote>
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I wish for us each this recombinant
and life-giving inclusion of the future beings as well, to sustain us
for the work we are called to do, "a cloud of witnesses" (p. 160) and
encouragers as we become re-imbricated, re-woven into awareness of the
flourishing of the universe in and through us. <br />
<br />
This might well
help us embody Swanson's invitation, to "become more curious about the
conditions of our own subjectivities and,
in turn, how we might transform the landscapes with which they are
entangled" (2017, para. 16). We might sense that part of this invitation
is not only how we might transform these landscapes; it might also be a
matter of how these landscapes themselves are transforming us. In a
futurecasting of the disintegration of theme parks and the resurging
Earth, I imagined a terrapsychological resurgence, "Gaia Taking Back
Disneyland" (Hauk, 2016). This involves a collaborative, co-creative
re-animation of the living Earth as a co-imaginer of the regenerative
possibilities also rippling out from touching the dog. With the land in
and through us, with our polychrest capacity to touch out and connect in
temporally with what has been wrought and what the future beings are
summoning us to, I ask: What stories of the regenerative future are you
touching into, carrying, and birthing? </div>
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References</div>
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-size: xx-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></span></span>
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: xx-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Agyeman, Julian, Bullard, Robert D., & Evans, Bob. (Eds.). (2003). Just sustainabilities: Development in an unequal world. Cambridge, MA: MIT.</span></span></span></span></span><br />
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: xx-small;"><span style="font-size: xx-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Casey, Ed. (2007). <i>The world at a glance. </i>Bloomington: Indiana University Press. <br />Hauk, Marna. (2016). Gaia taking back Disneyland. In Julie C. Garlen & Jennifer A. Sandlin (Eds.), <i>Teaching with Disney </i>(pp. 149-160). Counterpoints, 477. New York, NY: Peter Lang. <br />Macy, Joanna, & Johnstone, Chris. (2012). <i>Active hope: How to face the mess we're in without going crazy. </i>Novato, CA: New World Library.<br />Swanson, Heather A. (2017, February 22). The banality of the Anthropocene. <i>Dispatches. Cultural Anthropology.</i> Retrieved from <a data-saferedirecturl="https://www.google.com/url?hl=en&q=https://culanth.org/fieldsights/1074-the-banality-of-the-anthropocene&source=gmail&ust=1495895862649000&usg=AFQjCNFvxkAkN-VoUGq0cZs_RT2JKIpOdA" href="https://culanth.org/fieldsights/1074-the-banality-of-the-anthropocene" target="_blank">https://culanth.org/<wbr></wbr>fieldsights/1074-the-banality-<wbr></wbr>of-the-anthropocene</a></span></span></span></span></span></span><br />
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: xx-small;"><br /></span></span></span></span>
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: xx-small;"><span style="font-size: xx-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Image Reference </span></span></span></span></span></span><br />
<span style="font-size: x-small;"><span style="font-family: Times,"Times New Roman",serif;"><span style="font-family: "times" , "times new roman" , serif;"><span style="font-size: xx-small;"><span style="font-size: xx-small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Morrison, Geoffrey. (2014, February 11). Hobbiton, New Zealand. CNET. Retrieved from https://www.cnet.com/pictures/take-a-tour-of-hobbiton-pictures/37/</span></span></span></span></span></span>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-22310150885322468172017-02-17T09:53:00.000-08:002017-02-17T10:03:03.601-08:00Fresh Publication: The New 3 Rs in an Age of Climate Change: <i>The Journal of Sustainability Education</i> has published <a href="http://www.jsedimensions.org/wordpress/content/the-new-three-rs-in-an-age-of-climate-change-reclamation-resilience-and-regeneration-as-possible-approaches-for-climate-responsive-environmental-and-sustainability-education_2017_02/" target="_blank">a fresh article</a> regarding regenerative approaches partnered with reclamation and resilience as strategies for climate-responsive environmental and sustainability education (CRESE) (Hauk, 2017).<br />
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The new “Three Rs” in an Age of Climate Change: Reclamation, Resilience, and Regeneration as Possible Approaches for Climate-Responsive Environmental and Sustainability Education</h1>
<span class="author" style="background-color: white; color: #777777; font-family: "georgia" , "times" , serif; font-size: 16px; font-style: italic;">By Marna Hauk, PhD</span><br />
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Cornwall Labyrinth, Public Domain</div>
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<strong><a href="http://www.susted.com/wordpress/wp-content/uploads/2017/02/Hauk-JSE-Feb-2017-General-Issue-PDF.pdf" target="_blank"> <span style="color: #2b9ca4;">Hauk JSE Feb 2017 General Issue PDF</span></a></strong></div>
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<strong>Abstract: </strong>This thought piece proposes the adoption of a new “3 Rs” to inform a climate-responsive environmental and sustainability education (CRESE): reclamation, resilience, and regeneration. As a changing climate becomes the larger campus of our learning, denial and top-down emergency preparedness both prove to be insufficient. We are invited into a deeper approach. Reclamation and resilience fold in (1) the saving of enduring biocultural lifeways and patterns and (2) the dynamic flux-states of panarchic socioecological resilience models. These two partner with (3) regeneration: context-responsive social collaborations; eco-socially-embedded capacity building systems; and the promise of regenerative design. These three approaches allow us to re-envision educational systems and encounters that are proactive rather than only reactive or responsive in metabolizing persistent climatic volatility. These three approaches – reclamation, resilience, and regeneration – echo the three approaches to climate change that Pelling has suggested (2009) – mitigation, adaptation, and transformation. Note, however, unlike Pelling’s model, these approaches are conceived as simultaneously requisite literacies and movements rather than as competing. Reclamation, resilience, and regeneration represent ever-more-complex types of capacities and support capacity building aimed together toward life-supportive, dynamic, complex systems transformations. Environmental and sustainability education that fosters skills of reclamation includes preservation, conservation, recording, and the establishment of libraries and sanctuaries of exemplar systems. Environmental and sustainability education (ESE) for resilience includes network extension and adaptive capacity building. ESE for regeneration nurtures emergent complex systems metacognitions, creativities, and transformative, transgressive social approaches that are connective, disruptive, and innovative and model and embody complex emergence. Regenerative ESE fosters skills to facilitate catalysis of emergent regeneration, self-organization, and transformation into more complex living systems. All of these position embedded learners in pro-active, systems-intensive embodiments of the types of living networks that foster survival, flexibility, thriving, and phase-change during our entry into a time of consistent climate turbulence.</div>
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<strong>Keywords:</strong> environmental and sustainability education, climate change education, reclamation, resilience, regeneration, regenerative education, regenerative creativity</div>
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<a href="http://www.jsedimensions.org/wordpress/content/the-new-three-rs-in-an-age-of-climate-change-reclamation-resilience-and-regeneration-as-possible-approaches-for-climate-responsive-environmental-and-sustainability-education_2017_02/">http://www.jsedimensions.org/wordpress/content/the-new-three-rs-in-an-age-of-climate-change-reclamation-resilience-and-regeneration-as-possible-approaches-for-climate-responsive-environmental-and-sustainability-education_2017_02/</a><br />
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What the cross-scale parallelisms and values of resilience—psychological, socioecological, educational, and societal—reveal is that climate change realities <em>are</em> the larger, ongoing campus of our educational design and praxis. Rather than continuing to think of disaster against a background of normative business/weather-as-usual to which we can return, and education as happening in formal schooling, we are being invited into a more dynamic time where “the long emergency” (Kunstler, 2005) involves new levels of stamina, systems thinking, and dynamism in order to avoid mitigation-only, denial-informed attempts to “manage” climate change within normative regimes which arguably were never viable to begin with and which certainly are now being continuously disturbed.<br />
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Education must move beyond reactive modes reinforcing existing structures, including injustices (as the experience with Katrina so heavily demonstrated – Bullard & Wright, 2009). And it must move beyond militarized control strategies for emergency preparedness (Kagawa, 2010). Moving towards integrated understandings of socioecological system embedment and real-time responsiveness as well as long-term capacity building are critical.</div>
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We are invited to design education and educational systems that (1) reclaim or repair whenever possible intact or existing systems of health, connection, and vibrancy across scales (Bowers, 2009), (2) to increase resilience via networks of adaptive capacity (Folke, Hahn, Olsson, & Norberg, 2005; Goldstein, Hazy, & Lichtenstein, 2010; Norris, Stevens, Pfefferbaum, Wyche, & Pfefferbaum, 2008), and (3) to increase emergent co-evolutionary and socio-ecological system self-generativity, also known in complexity as autopoiesis, or more generally as regenerativity (Hauk, 2014a). Environmental and sustainability education (ESE) is particularly poised to be effective in this domain because of ESE’s role in helping learners metacognize their embedment within co-constituting systems and due to ESE’s capability of connecting learners with sources of ecopsychological strength and resilience (Ingulli & Lindbloom, 2013).</div>
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<strong>Climate Responsive Environmental and Sustainability Education (CRESE) for Reclamation, Resilience, and Regeneration (3 Rs)</strong></div>
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This paper suggests the adoption of a new “3 Rs” to inform a climate-responsive environmental and sustainability education (CRESE): reclamation, resilience, and regeneration. These three Rs fold in (1) the saving of enduring biocultural lifeways and (2) the dynamic flux-states of panarchic socioecological resilience models. These two partner with (3) regeneration: context-responsive social collaborations; eco-socially-embedded capacity building systems; and the promise of regenerative design. These three approaches allow us to re-envision educational systems and encounters that are proactive rather than only reactive or responsive in metabolizing persistent climatic volatility. These three approaches – reclamation, resilience, and regeneration – echo the three approaches to climate change that Pelling has suggested (2011) – mitigation, adaptation, and transformation. Note, however, unlike Pelling’s model, these approaches are conceived as simultaneously requisite literacies and movements rather than as competing.</div>
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<strong>Reclamation</strong> would be the more valuable concept in which mitigation fits – designing systems to reclaim previous capabilities and constituencies. <strong>Reclamation</strong> can involve the ark-like preservation via enclaves, sanctuaries, weather-proof libraries, living libraries, seed banks of existing materials, relationships, and systems, including of cultural lifeways via preservation or recording. Reclamation will not be possible in many cases. Reclamation represents a conserving impulse, and can also involve the restoration of the commons and commonist thinking (Kenrick, 2009). It is often helpful to reframe reclamation as distinct from the restoration of industrial approaches such as mining and extraction. Rather, reclamation signifies reclaiming more intact living systems approaches, including as those memorialized by and vibrantly alive within many living indigenous ecological knowledge systems (IEK or TEK, for example in Bowers, 2013; Cajete, 2000, 2008). Some of the emergent reclamations are sourced in innovative technologies informed by deep biomimicry (Benyus, 2002, 2014: Mathews, 2011), Zeri approaches that involve designing for multiple embedded loops emulating ecosystem dynamics (Capra, 2002; ZERI, 2015), as well as reclaiming older lifeways that are demonstrably more sustainable (Lansing, 2007). This ecoliteracy involves restoring networks, neighborhoods, and actual and adopted families of connection and care. Reclaiming carbon “energy descent” cultures of moderation and anti-consumption cultures of contraction are also relevant here (Heinberg, Sachs, & Shiva, 2008; Kagawa & Selby, 2010). The ethic of care drives reclamation. Reclamation of embeddedness within co-evolving multi-scale systems and networks helps create the foundation for the second R of Resilience.</div>
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<strong>Resilience. </strong>Resilience involves increasing adaptive capacity, and networks and scales of adaptive capacity, to increase the flexibility of the living socio-ecological systems within changing contexts. Resilient educational systems are responsive educational systems focused on capacity building and network extension (Krasny, Lundholm, and Plummer, 2010). Resilience is the second R.</div>
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Panarchy is a multi-phase cyclic model for resilience that has proliferated in successfully understanding the complex adaptive cycles of exploitation, conservation, release, and reorganization in interlinked social and ecological systems (Berkes, Golding, & Folke, 2003). The foundations of this approach come from ecology, applying nonlinear dynamics in complex systems (Gunderson & Allen, 2010). “Resilience is described here as the property that allows the fundamental functions of an ecosystem to persist in the face of extremes of disturbance” (Allen, Gunderson, & Holling, 2010, p. 4). Holling, Peterson, and Allen (2008) clarified that “panarchies are hierarchically arranged, mutually reinforcing sets of processes that operate at different spatial and temporal scales, with all levels subject to an adaptive cycle of collapse and renewal, and with levels separated by discontinuities in key variables” (p. 3). In education, resilience theories tend to study and get applied in the study of persistent, flexible continuity across a variety of conditions, including the ability to maintain coherence when shocked. Norris, Stevens, Pfefferbaum, Wyche, and Pfefferbaum (2008) have synthesized twenty sources of models, theories, capacities, strategies, descriptions, and definitions of the application of resilience across several scales, including the individual, psychological, community, city, social, ecological systemic, and physical (p. 129), in order to understand how communities might best prepare for disaster readiness. Their synthesis had compelling implications for education, and suggested that “Community resilience is a process linking a network of adaptive capacities (resources with dynamic attributes) to adaptation after a disturbance or adversity” (p. 121). They went on to emphasize how</div>
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Community resilience emerges from four primary sets of adaptive capacities—Economic Development, Social Capital, Information and Communication, and Community Competence—that together provide a strategy for disaster readiness. To build collective resilience, communities must reduce risk and resource inequities, engage local people in mitigation, create organizational linkages, boost and protect social supports, and plan for not having a plan, which requires flexibility, decision-making skills, and trusted sources of information that function in the face of unknowns. (p. 121)</blockquote>
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Along with these systemic and community scale applications of imagining resilience in a time of climate flux, resilience has also been applied in environmental and sustainability education in resonant ways. Sterling (2010) described a reconciliation of instrumentalist and intrinsic views of resilience in sustainability education, a way that education can simultaneously cultivate personal and social resilience in learners while teaching content and process about resilience in social-ecological systems (SES). Krasny, Tidball, and Sriskandarajah (2009) looked at social learning, resilience, and civic ecologies, how education for resilience is “learning is situated in real-world practice, and occurs through recursive interactions between individual learners and their social and biophysical environment” (p. 37). They studied how climate responsive environmental and sustainability education can itself be a constituent social catalyst for social-ecological adaptive systems capacity, whether through lake restoration, mosaicked gardens, or urban civic ecology service learning projects. As Krasny, Lindholm, and Plummer (2010) articulated:</div>
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Environmental education strategies consistent with managing for change include social learning, multiple-loop learning, reflexivity, allowing for self-organisation and other forms of participation, attention to multiple forms of knowledge and governance, and the incorporation of feedbacks or information from the social and ecological components of a system. (p. 463)</blockquote>
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Thus, resilience as the second “R” in climate-responsive environmental and sustainability education builds emotional and psychological resilience while engaging with content and topics of resilience and while leveraging communities of embedded educators and learners in emotionally, socially, and ecologically intelligent collaborations (Goleman, Bennett, & Barlow, 2012) that build and reinforce larger networks of adaptive capacity to reduce inequities, engage communities, and enhance flexibility.</div>
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So whereas reclamation offers a way of “reading” the world and storing patterns and knowledge systems, resilience offers a way of “writing” and wiring our connective and adaptive capacity networks. Regeneration, discussed in the next section, moves beyond the keeping of reclamation and bouncing of resilience and prepares us for something we can “count” on needing: a change-philic strategy avid about transformation as the entangled social and ecological systems within which we are situated undergo massive climate shocks.</div>
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<strong>Regeneration</strong> is the third “R” of climate responsive education and can involve readying for new regimes, regenerating living capacities even if the systems themselves continue to evolve via regenerative evolution. The emphasis in regeneration has more to do with the viability and capacity of living systems even if they must flip out of their current parameters of resilience. Regenerative sustainability education leads to reconnective, multi-scale modeling and embodiment of biomimetic transformative systems (Hauk, 2011, 2014a). Thrivable or regenerative education builds skills for emergence, creativity, zooming, context, multiple perspectives, temporal dimensionality, and compassion (Hauk, 2014a, 2016; Macy & Brown, 2014 on deep time; Russell, 2013, pp. 41-51). Multiple simultaneous perspective metacognition, or polyperspectivality, is what complexity educators have termed level jumping (Davis & Sumara, 2008) and what I have elsewhere detailed as scale-slithering (Hauk, 2014a, 2016), which involves cultivating the capacity to perceive multiscales and their mutual co-generation, thus to perceive the phenomenon and also its context of arising and change, within which the learner is also embedded and with/in which the learner is also transformed and transforming:</div>
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The emergent realm of complexity thinking answers that, to make sense of the sorts of transphenomena mentioned above, one must “level-jump”—that is, simultaneously examine the phenomenon in its own right (for its particular coherence and its specific rules of behavior) and pay attention to the conditions of its emergence (e.g., the agents that come together, the contexts of their co-activity, etc.). (Davis & Sumara, 2008, p. 34)</blockquote>
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Holonic, holographic, living classroom, and field-, paradigm- and pattern-sensing capacities come alive in regenerative, emergent teaching and learning (Bache, 2008; Crowell & Reid-Marr, 2013; Hauk, 2014a; Macy & Johnstone, 2012; Taylor, 2011; Wood, 2013). Regenerative, collaborative creativity (Hauk, 2014a) as a form of transdisciplinary, multi-scale, bioculturally embedded, complex collaborative emergence (Hauk, 2013, 2014a, 2014b, 2015, 2016) is a critical dimension of the third “R” of regeneration. These kinds of regenerative creativities constitute and further catalyze geometries of liberation, including the use of complex biomimetic and systems-scale ecofractals to catalyze collaborative creativity, which was shown to nurture anti-domination, ecojustice, and ethic of care orientations in learners while catalyzing collective intelligence and more regenerative designs (Hauk, 2013, 2014a, 2015). These multiscale polyperspectivalities and affiliated creativities can source regenerative designs, creations, and learning/cultures that respond with rather than deny climate change. Regenerative perception and understandings are powerful acts of imaginative transdisciplinary inquiry, capable of navigating the kinds of complex, multiplex, and “wicked” challenges encountered in climate shocking environmental and sustainability education (Brown, Dean, Harris, & Russell, 2010, p. 12).</div>
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Williams and Brown emphasized the role of environmental and sustainability education to fundamentally regenerate the root metaphors and mindscapes of learning toward living systems (2012, pp. 42-44). These regenerative approaches are supported by a pedagogy of transformative, transgressive learning, which can generate justice-seeking, lively, conflict-assertive praxis in reflexive social learning and capabilities, critical phenomenology, cultural historical activity theory (CHAT), and de-/postcolonization theories (Lotz-Sisitka, Wals, Kronlid, & McGary, 2015). This transformative, transgressive approach distinguishes itself from resilience-based pedagogies and directly “critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building” (Lotz-Sisitka, Wals, Kronlid, & McGary, 2015, p. 73). Keating framed these as transformative, post-oppositional pedagogies of invitation (2013).</div>
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The Transition Movement as well as permaculture and regenerative design indicate both that the solution is in the problem (as in Holmgren, 2002) and that our responses and approaches must model the solutions we imagine (Kagawa, 2010). One of the key characteristics of regenerative systems, often viewed as more “thrivable” than sustainability constructions (Edwards, 2010; Hauk, 2014a; Russell, 2013), is the presence of disruptive, multiple and multi-scale feedback mechanisms in complex networks of emergence. These responsive, regenerative systems are beyond survival, sustainable, or resilient approaches: they are thrivable, meaning “‘anti-fragile’ and get better when disturbed” (Russell, 2010, column 4). Regeneration kicks capacity up out of flexible persistence into dynamism-proaction.</div>
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Regenerative climate-responsive environmental and sustainability education (R-CRESE) involves embodying these change-active flows of neighborly social capital, school-community partnerships, citizen science and empowerment, urban food justice and food systems storage and capacity building, commonist knowledge-sharing networks, and water catchment (to name a few) in ways that not only proactively prepare and gird human-ecological networks but while doing so also further disrupt power differentials and (re)generate in amplifying feedback systems capacities that are thereby re-weaving living systems. This is exemplified by community upsurge of those traditionally marginalized, strengthening networks and community while also deepening social and political processes in contexts of scaling up community climate change organizing (Soltesova, Brown, Dayal, & Dodman, 2014, pp. 223-224). Radical regenerative approaches could include dissolution of the public school system in its current form and its regeneration in climate responsive, ecojustice-activist, community-embedded, arts-making, campusless action nodes that would regeneratively and intergenerationally design systems, build solar panels, feed and clothe communities from food forests, energize culture campaigns, provide intergenerational care, and build small-scale carbon-descent interdependence and biocultural thriving (or perhaps something even more radical that I do not have the capacity to imagine). Regeneration continuously generates, innovates, and reweaves, strengthened instead of tilted by shocks and disturbances.</div>
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Figure 1. Reclamation, Resilience, and Regeneration as Simultaneous Approaches for Climate-Responsive Environmental and Sustainability Education (own research)</div>
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<strong>Conclusion</strong></div>
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Unlike other models in which components or approaches are competitive, all three Rs are requisite for our multi-system embedded survival and thrivability. As Figure 1 depicts, all three, reclamation, resilience, and regeneration, are ever-more-complex types of capacities and support capacity building aimed together toward life-supportive, dynamic, complex systems transformation. Environmental and sustainability education that fosters skills of reclamation includes preservation, conservation, recording, and the establishment of libraries and sanctuaries of exemplar systems. Environmental and sustainability education for resilience includes network extension and adaptive capacity building. ESE for regeneration nurtures emergent complex systems metacognitions, creativities, and transformative, transgressive social approaches that are connective, disruptive, and innovative and model and embody complex emergence. Regenerative ESE fosters skills to facilitate catalysis of emergent regeneration, self-organization, and transformation into more complex living systems. All of these position embedded learners in pro-active, systems-intensive embodiments of the types of living networks that foster survival, flexibility, and phase-change during our entry into a time of consistent climate turbulence. I would be interested to hear what these three Rs spark in your own educational praxis and action; please share your ideas and comments on the <a href="https://www.facebook.com/Journal-of-Sustainability-Education-284061864207/" style="color: #2b9ca4; text-decoration: none;">JSE Facebook Page</a> or contact me directly. In order for environmental and sustainability education to scale to increasingly complex systems, the literacies of reclamation, resilience, and regeneration can help build regenerative urban areas as “cities self-organize…where we are our most creative, collaborative, visionary, artistic, and productive” (Hemenway, 2015, p. 240) and where we can support the emergent self-organization of socio-ecological networks of thriving strengthened by the challenges ahead.</div>
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<strong>References</strong></div>
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<ul>
<li>Allen, C. R., Gunderson, L. H., & Holling, C. S. (2010). Commentary on Part One articles. In L. H. Gunderson, C. R. Allen, &C. S. Holling (Eds.), <em>Foundations of ecological resilience </em>(pp. 3-18). Washington, DC: Island Press.</li>
<li>Bache, C. (2008). <em>Living classrooms</em>. Albany: State University of New York Press.</li>
<li>Benyus, J. M. (2002). <em>Biomimicry</em>. New York, NY: Harper Perennial.</li>
<li>Benyus, J. M. (2014). How does nature manage carbon emissions? [Web video]. Let’s reverse climate change together [Web page]. Biomimicry 3.8. Retrieved from http://biomimicry.net/your-challenge-natures-solutions/</li>
<li>Berkes, F., Colding, J., & Folke, C. (2003). <em>Navigating social-ecological systems: Building resilience for complexity and change</em>. Cambridge, UK: Cambridge University Press.</li>
<li>Birnbaum, J., & Fox, L. (2014). <em>Sustainable (r)evolution: Permaculture in ecovillages, urban farms, and communities worldwide</em>. Berkeley, CA: North Atlantic Books.</li>
<li>Bowers, C. A. (2009). Educating for a revitalization of the cultural commons. <em>Canadian Journal of Environmental Education, 14, </em>196-200. Retrieved from http://files.eric.ed.gov/fulltext/EJ842749.pdf</li>
<li>Bowers, C. A. (2013). The role of environmental education in resisting the global forces undermining what remains of indigenous traditions of self-sufficiency and mutual support. In A. Kulnieks, D. R. Longboat, & K. Young (Eds.), <em>Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place</em> (pp. 225-240). Rotterdam: Sense Publishers.</li>
<li>Brown, V. A., Deane, P. M., Harris, J. A., & Russell, J. Y. (2010). Towards a just and sustainable future. In V. A. Brown, J. A. Harris, & J. Y. Russell (Eds.), <em>Tackling wicked problems through the transdisciplinary imagination </em>(pp. 3-15). New York, NY: Earthscan/Routledge.</li>
<li>Bullard, R. D., & Wright, B. (Eds.). (2009). <em>Race, place, and environmental justice after Hurricane Katrina: Struggles to reclaim, rebuild, and revitalize New Orleans and the Gulf Coast</em>. Boulder, CO: Westview Press.</li>
<li>Cajete, G. (2000). <em>Native science: Natural laws of interdependence</em>. Santa Fe, NM: Clear Light Publishers.</li>
<li>Cajete, G. (2008). Seven orientations for the development of indigenous science education. In N. K. Denzin, Y. S. Lincoln, & L. Tuhiwai Smith, (Eds.), <em>Handbook of critical and indigenous methodologies </em>(pp. 487-496). Thousand Oaks, CA: Sage.</li>
<li>Capra, F. (2002). <em>The hidden connections: A science for sustainable living</em>. New York, NY: Anchor.</li>
<li>Crowell, S., & Reid-Marr, D. (2013). <em>Emergent teaching: A path of creativity, significance, and transformation. </em>Lanham, MD: Rowman & Littlefield.</li>
<li>Davis, B., & Sumara, D. (2008). Complexity as a theory of education. <em>Transnational Curriculum Inquiry, 5</em>(2).</li>
<li>Edwards, A. R. (2010). <em>Thriving beyond sustainability: Pathways to a resilient society. </em>Gabriola Island, BC: New Society Publishers.</li>
<li>Folke, C., Hahn, T., Olsson, P., & Norberg, J. (2005). Adaptive governance of social-ecological systems. <em>Annual Review of Environment and Resources, 30</em>, 441-73.</li>
<li>Goldstein, J., Hazy, J. K., & Lichtenstein, B. B. (2010). <em>Complexity and the nexus of leadership: Leveraging nonlinear science to create ecologies of innovation</em>. New York, NY: Palgrave Macmillan.</li>
<li>Goleman, D., Bennett, L., & Barlow, Z. (2012). <em>Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence</em>. San Francisco, CA: Jossey- Bass and the Center for Ecoliteracy.</li>
<li>Gunderson, L. H., & Allen, C. R. (2010). Why resilience? Why now? In Authors & C. S. Holling (Eds.), <em>Foundations of ecological resilience </em>(pp. xiii-xxv). Washington, DC: Island Press.</li>
</ul>
<br />
<ul>
<li>Hauk, M. (2011). Compost, blossom, metamorph, hurricane – Complexity and emergent education design: Regenerative strategies for transformational learning and innovation. <em>Journal of Sustainability Education, 2</em>(1)<em>. </em>Retrieved <a href="http://www.jsedimensions.org/wordpress/content/complexity-and-sustainability-education-compost-blossom-metamorph-hurricane-complexity-and-emergent-education-design-regenerative-strategies-for-transformational-learning-and-innovation_2011_03/" target="_blank">from <i style="background-color: white; font-family: georgia, times, serif; font-size: 16px;">http://www.jsedimensions.org/wordpress/content/complexity-and-sustainability-education-compost-blossom-metamorph-hurricane-complexity-and-emergent-education-design-regenerative-strategies-for-transformational-learning-and-innovation_2011_03/</i></a></li>
</ul>
<br />
<ul>
<li>Hauk, M. (2013). Five fractal geometries for creative, sustainable, and just educational design [Online proceedings paper]. 96<sup>th</sup> Annual Meeting of the American Educational Research Association (AERA), San Francisco, California as part of an Interactive Symposium, “The Geometries of Liberation: The Hidden Wealth of Patterns and Materials Outside the Grid,” for Division B, Curriculum Studies, Section 4: Sustainability, Environmental, and Ecological Perspectives. Retrieved from the AERA Online Paper Repository and retrievable from <a href="https://www.researchgate.net/publication/259440638_Hauk_M_2013_May_1_Five_fractal_geometries_for_creative_sustainable_and_just_educational_design_Paper_presented_at_the_2013_annual_meeting_of_the_American_Educational_Research_Association_AERA_Conferen" style="color: #2b9ca4; text-decoration: none;">https://www.researchgate.net/publication/259440638_Hauk_M_2013_May_1_Five_fractal_geometries_for_creative_sustainable_and_just_educational_design_Paper_presented_at_the_2013_annual_meeting_of_the_American_Educational_Research_Association_AERA_Conferen</a></li>
<li>Hauk, M. (2014a). Gaia e/mergent: Earth regenerative education catalyzing empathy, creativity, and wisdom (Doctoral dissertation). Retrieved from Proquest (UMI 3630295) from <a href="http://pqdtopen.proquest.com/doc/1563382491.html?FMT=AI" style="color: #2b9ca4; text-decoration: none;">http://pqdtopen.proquest.com/doc/1563382491.html?FMT=AI </a></li>
<li>Hauk, M. (2014b). Regenerative complex creativity. In D. Ambrose, B. Sriraman, & K. M. Pierce (Eds.), <em>A critique of creativity and complexity – Deconstructing clichés </em>(pp. 97-121). Rotterdam, The Netherlands: Sense Publishers.</li>
<li>Hauk, M. (2015, June). Catalyzing natural pattern innovation and Gaian collective creativity. Santa Clara, California. Collective Intelligence Conference. Retrieved from <a href="http://sites.lsa.umich.edu/collectiveintelligence/wp-content/uploads/sites/176/2015/02/Hauk-CI-2015-Abstract.pdf" style="color: #2b9ca4; text-decoration: none;">http://sites.lsa.umich.edu/collectiveintelligence/wp-content/uploads/sites/176/2015/02/Hauk-CI-2015-Abstract.pdf</a></li>
<li>Hauk, M. (2016, April). Theorizing Earth regenerative creativity in education design. Paper in the interactive symposium, Vibrant Earth: Bioculturally Embedded Educational Encounters Catalyzing Earth Regenerative Creativities. 100<sup>th</sup> Annual Meeting of the American Educational Research Association. Division B: Curriculum Studies, Section 5: Place and Praxis (The Places of Curriculum). Washington, DC.</li>
<li>Heinberg, R., Sachs, W., & Shiva, V. (2008). Transition strategies. <em>Resurgence</em> (246). Retrieved from <a href="http://www.resurgence.org/magazine/article16-transition-strategies.html" style="color: #2b9ca4; text-decoration: none;">http://www.resurgence.org/magazine/article16-transition-strategies.html</a></li>
<li>Hemenway, T. (2015). <em>The permaculture city: Regenerative design for urban, suburban, and town resilience</em>. White River Junction, VT: Chelsea Green.</li>
<li>Holling, C. S., Peterson, G. D., & Allen, C. R. (2008). Panarchies and discontinuities. In C. R. Allen & C. S. Holling (Eds.), <em>Discontinuities in ecosystems and other complex systems</em> (pp. 3-19). New York, NY: Columbia University Press.</li>
<li>Holmgren, David. (2002). <em>Permaculture principles and pathways beyond sustainability</em>. Holmgren Design Services.</li>
<li>Ingulli, K., & Lindbloom, G. (2013). Connection to nature and psychological resilience. <em>Ecopsychology</em>, <em>5</em>(1), 52-55. doi:10.1089/eco.2012.0042.</li>
<li>Kagawa, F. (2010). Learning in emergencies: Defense of humanity for a livable world. In Author & D. Selby (Eds.), <em>Education and climate change</em> (pp. 106-124). New York, NY: Routledge.</li>
<li>Kagawa, F., & Selby, D. (Eds.). (2010). <em>Education and climate change: Living and learning in interesting times. </em>New York, NY: Routledge.</li>
<li>Keating, A. (2013). <em>Transformation now!: Towards a post-oppositional politics of change</em>. Urbana: University of Illinois Press.</li>
<li>Kenrick, J. (2009). Commons thinking: The ability to envisage and enable a viable future through connected action. In A. Stibbe (Ed.), <em>The handbook of sustainability literacy </em>(pp. 51-57). Totnes, Devon: Green Books.</li>
<li>Krasny, M. E., Lundholm, C., & Plummer, R. (2010). Resilience in social–ecological systems: The roles of learning and education. Special Issue on Resilience, Learning and Environmental Education. <em>Environmental Education Research, 15</em>(5-6), 463-672.</li>
<li>Krasny, M. E., Tidball, K. G., & Sriskandarajah, N. (2009). Education and resilience: Social and situated learning among university and secondary students. <em>Ecology and Society, 14</em>(2): 38.</li>
<li>Kunstler, J. H. (2005). <em>The long emergency: Surviving the converging catastrophes of the twenty-first century</em>. New York, NY: Atlantic Monthly Books.</li>
<li>Lansing, J. S. (2007). <em>Priests and programmers: Technologies of power in the engineered landscape of Bali.</em> NJ: Princeton University Press.</li>
<li>Lotz-Sisitka, H., & LeGrange, L. (2010). Climate change education in an era of risk and vulnerability. In R. Irwin (Ed.), Climate change and philosophy: Transformational possibilities (pp. 145-161).</li>
<li>Lotz-Sisitka, H., Wals, A. E. J., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. <em>Current Opinion in Environmental Sustainability, 16, </em>73–80.</li>
<li>Macy, J., & Brown, M. Y. (2014). <em>Coming back to life: The updated guide to the work that reconnects. </em>Gabriola Island, BC: New Society Publishers.</li>
<li>Macy, J., & Johnstone, C. (2012). <em>Active hope: How to face the mess we’re in without going crazy.</em> Novato, CA: New World Library.</li>
<li>Mathews, F. (2011). Towards a deeper philosophy of biomimicry. <em>Organization and Environment, 24</em>(4).</li>
<li>Norris, F. H., Stevens, S. P., Pfefferbaum, B., Wyche, K. F., & Pfefferbaum, R. L. (2008). Community resilience as a metaphor, theory, set of capacities, and strategy for disaster readiness. <em>American Journal of Community Psychology</em>, <em>41</em>(1-2), 127-150.</li>
<li>Pelling, M. (2011). <em>Adaptation to climate change: From resilience to transformation</em>. New York, NY: Routledge.</li>
<li>Russell, J. M. (2010). What is thrivability? (Web chart). Retrieved from http://thrivable.net/philosophy/what-is-thrivability/</li>
<li>Russell, J. M. (2013). <em>Thrivability: Breaking through to a world that works. </em>Devon, UK: Triarchy Press.</li>
<li>Selby, D., & Kagawa, F. (Eds.). (2015). <em>Sustainability frontiers: Critical and transformative voices from the borderlands of sustainability education</em>. Opladen, Germany: Barbara Budrich Publishers.</li>
<li>Soltesova, K., Brown, A., Dayal, A., & Dodman, D. (2014). Community participation in urban adaptation to climate change: Potentials and limits for community-based adaptation approaches. In E. L. F. Schipper, et al (Eds.), <em>Community-based adaptation to climate change: Scaling it up</em> (pp. 214-225). New York, NY: Earthscan/Routledge.</li>
<li>Sterling, S. (2010). Learning for resilience, or the resilient learner?: Towards a necessary reconciliation in a paradigm of sustainable education. <em>Environmental Education Research, 15</em>(5-6), 511-528.</li>
<li>Taylor, M. M. (2011). <em>Emergent learning for wisdom</em>. New York, NY: Palgrave Macmillan.</li>
<li>Williams, D., & Brown, J. (2012). <em>Learning gardens and sustainability education: Bringing life to schools and schools to life.</em> New York, NY: Routledge.</li>
<li>Wood, J. (2013). Meta-designing for paradigm change: An ecomimetic, language-centred approach. In Stuart Walker and Jacques Giard (Eds.), <em>The handbook of design for sustainability </em>(pp. 428-445). Bloomsbury, New York, NY.</li>
<li>ZERI. (2015). Zero Emissions Research Initiatives [Web material]. Retrieved from <a href="http://www.zeri.org/" style="color: #2b9ca4; text-decoration: none;">http://www.zeri.org</a></li>
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Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-68315475550274357522016-12-08T07:34:00.003-08:002016-12-08T07:36:24.952-08:00Regenerative Design Education: Living Praxis with a Friendly Universe<br />
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<div class="article-author">
By Marna Hauk, Jayanna Killingsworth, Julie Malone, Zoe Nelsen, Tamara Wells, Mandisa Amber Wood<br />
<br /></div>
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<i>This article was selected as a feature article by Kosmos Journal earlier this year and appears in its entirety here: <a href="http://www.kosmosjournal.org/reader-essay/regenerative-design-education-living-praxis-with-a-friendly-universe/">http://www.kosmosjournal.org/reader-essay/regenerative-design-education-living-praxis-with-a-friendly-universe/</a></i></div>
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<br /></div>
<div class="article-author">
<blockquote>
We seek not rest but transformation.<br />
We are dancing through each other as doorways.<br />
We are ripples crossing and fusing, journeying and returning<br />
from the core of the apple, the eye of the mandala,<br />
the cave in the heart of the rose,<br />
the circle without boundaries centered on silence.<br />
–Marge Piercy, from “Circling”</blockquote>
<br />
We design enfolded in the rich, transdisciplinary rise and texture of
the encircling Earth, which is also our body, which is also the
uncoiling possibility spaces of thriving. Regenerative design is a set
of living systems design approaches that offers a wide-armed embrace of
related ecomimetic and systems design practices including
sustainability, permaculture, whole systems, biomimetic, and ecological
design. Participants in a graduate course at Prescott College describe
some of the key strengths of designing, beyond sustainability, for
regeneration. These groundswelling approaches can inspire living
buildings and regenerative architecture, and guide ecosocial planning
and design at multiple scales for social justice integration and
biocultural thriving.<br />
<h2>
Regenerative Systems Design Lens: Benevolent, Creative, Friendly Universe</h2>
The first principle of social permaculture is that the universe is
inherently benevolent and creative (Aal & Adair, 2008). In our
graduate course we held universal friendliness as a key design
principle. We co-authored this collaborative inquiry with the idea of
benevolent, creative universe as a design lens for the three practices
of regenerative systems design we explore.<br />
<h2>
Creative Flow in Regenerative Design</h2>
Active engagement in creative flow requires an intuitive, reflective,
and expansive appreciation for the energetic systems and socially
constructed realities design both promotes and challenges. The creative
cycle is an intuitive process that requires aesthetical feedback and
understanding while letting go, exploring the unknown areas of inner and
outer worlds. The ability to replicate, through various forms of art,
the intricate and seemingly eccentric ways of nature demands attention
to the source.<br />
The exploration of one’s personal creative flow offers opportunities
for considering intentional interactions that are rooted in a desire to
create and reflect universal kindness, a source of infinite patterns,
rhythms, tones, and pulsating energies, all fractalized harmoniously
(see Figure 1).<br />
<br />
<div class="wp-caption alignright" id="attachment_12086" style="width: 310px;">
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<a href="http://www.kosmosjournal.org/wp-content/uploads/2016/05/Figure-1-Kosmos-Original-Artwork-by-J-Killingsworth-2016-2-300x300.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://www.kosmosjournal.org/wp-content/uploads/2016/05/Figure-1-Kosmos-Original-Artwork-by-J-Killingsworth-2016-2-300x300.jpg" /></a></div>
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Figure 1. Original Artwork by J. Killingsworth (2016)</div>
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</div>
Relationships also ask for a quality of presence and commitment,
advocacy and refinement. We let go into the unknown while maintaining
trust in our universal interconnectedness. Futurists such as Soleri and
Callebaut can contribute to regenerative design through art,
architecture, urban planning, biomimicry, and ecology by creating living
systems for sustainable actions.<br />
Regenerative Design Prompt 1: Connect it. Visualize and design to
strengthen the hidden or potential flows of connection, kinship,
relationship, gratitude, and synergy.<br />
<h2>
Honoring Feedback</h2>
Honoring feedback includes activating and opening to the reverberance
of the cosmos in and through design colleagues, inspired by universal
friendliness. Feedback is present in all aspects of experience. From the
naturally occurring processes around us to the music we choose and the
interactions we have with others. The systems within our bodies
continually provide subtle feedback to sustain life. When such processes
fail, we struggle to survive; when we learn to turn this wisdom inside
out, we thrive.<br />
Honoring feedback requires self-knowledge and reflection as well as a
willingness to listen with empathetic openness to the learning needs of
others. Feedback allows for ecosocial systems corrections, reduction of
frictions, and the nourishment of brave and creative collaboration.
Reverberance is a quality of feedback that happens concurrently at
multiple scales and in amplifying emergence. Designs honoring our
feelings saturated in contexts of biocultural depth, meaning, and
embedment catalyze the regeneration of Earth within, which we might
think of as Earth congruence, Earth empathy, or Earth reverberance.<br />
Regenerative Design Prompt 2: Cycle it. Close three loops to allow your design to speak with itself. Generate positive feedback.<br />
<h2>
Embodied Practice</h2>
Embodied practice opens the flows of feedback through the physical,
emotional, and relational experience of interacting with learning,
meaning-making, and active participation in the adaptive co-creation of
reality with all members of a given community, including the
more-than-human world. This practice reconciles the often privileged
rational stream of perception and decision-making with many other flows
of available information. Each practitioner becomes a network of
integrated perceptions, responses, and ideas in and of themselves,
within a greater network of individuals participating in cooperative
community creativity.<br />
Regenerative Design Prompt 3: Thrive it. Embed yourself within the Earthly matrix, and within the design process and design.<br />
<h2>
Conclusion</h2>
Regenerative design views the generation of these vibrant,
bioculturally responsive meshes as vital and congruent in both process
and form. The designs and designer-context-Gaian mesh-bodies become a
portalway of multispecies collaborative embodiment and co-presence.<br />
Regenerative designs can encourage the interconnection between people
and the dynamic forces of nature through regenerative curriculum, art,
architecture, agriculture, rituals, and community engagement. Through
universal friendliness, regenerative design holds the potential to
decentralize inequities in wealth and power and ensure Earthly thriving. </div>
</div>
Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-38780538285998465022016-10-21T05:16:00.003-07:002016-10-21T05:16:57.896-07:00Early Release Launch of New Cornell University, EE Capacity, and NAAEE Community Climate Change Education Resource Co-Edited by Marna Hauk<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9c4Nm6HFqkT-nqAmH-B59mXYvjTjHe6xQfzsw54P8OB_2GGrlFekeLpNNbvf5t4khmKD42JpWF_eyKDI7VLSoiLX14cqn5nBIzh6KQq887qHZkDk0yFVgfbUyxBHTlUGK0x3HWgvZd8c/s1600/mosaic-community-climate-change-education-soft-launch-early-release-version-cover-hauk-pickett.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9c4Nm6HFqkT-nqAmH-B59mXYvjTjHe6xQfzsw54P8OB_2GGrlFekeLpNNbvf5t4khmKD42JpWF_eyKDI7VLSoiLX14cqn5nBIzh6KQq887qHZkDk0yFVgfbUyxBHTlUGK0x3HWgvZd8c/s400/mosaic-community-climate-change-education-soft-launch-early-release-version-cover-hauk-pickett.png" width="400" /></a></div>
An Early Release Version of "Community Climate Change Education: A Mosaic of Approaches" is now available at <a href="http://naaee.org/mosaic">naaee.org/mosaic</a><br />
<br />
Edited by Marna Hauk and Elizabeth Pickett<br />Illustrated by Susan Chung<br />
<br />Authored by 20+ Community Climate Change Fellows<br />
<br />Supported by EE Capacity and NAAEE, with funding from the EPA<br />
<br />A New e-Book on Community Climate Change Education<br />
<br />Strategies and Convergence -<br />Vibrant Stories from the Front Lines of Community Strength,<br />Solidarity, Social Innovation, Youth Investment, Climate Justice,<br />Indigenous Organizing, and School Collaborations<br />
<br />Early Release Date: October 20, 2016 - Now Downloadable from naaee.org/mosaic<br />
<br />Featuring…<br />
<br />• 26 Reports from the Field<br />
<br />• Resources and Links on More than 15 Climate Change Education Topics:<br />Marine Science, Effective Climate Change Communication, Environmental<br />Justice, Carbon-Sequestering Community Food Systems, Youth Leadership,<br />School Projects, Neighborhood Eco-Organizing, Social Incubators for Gaian<br />Resilience, Ecotourism, Indigenous Resurgence, and More…<br />
<br />• Fifty+ Vignettes from the Front Lines – The Process of Effective<br />Community Climate Change Action: Alliance, Capacity, Networks, Mutual Learning,<br />Communities of Practice, Restoration, Possibility, Hope<br />
<br />• Original Research Report: Strategies and Resources for the Long Haul and<br />Preventing Burnout for Climate Change Educator-Organizers<br />
<br />
• Original Facilitation Guide with Learning Practices: Facilitation Strategies for Surfacing Unheard Voices<br />
<br />Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-10040031546260794342016-07-26T18:54:00.000-07:002016-07-26T18:56:48.824-07:00Spectrum of Inclusive Resilience: Designing and Assessing Climate Justice Education In 2014, I took a course on "Measuring Environmental Education Outcomes" with Marianne Krasny and Alex Kudryavtsev, through EE Capacity, NAAEE, and Cornell University Civic Ecology Lab. For this course, I developed a three-tiered spectrum instrument that faculty and teachers could use to assess the level of inclusion of climate justice considerations in their curriculum. The intention was this would support teachers in designing for deeper integration of climate justice education in their courses.<br />
<br />
In October 2014 I developed a visualization for this instrument and presented it as one of the Community Climate Change Fellows of NAAEE in Ottawa, Canada. In the following year, I refined the instrument, inspired by my experiences teaching doctoral students climate change education and mentoring graduate students in environmental justice and just sustainabilities. In October of 2015, I revised the instrument and was selected to present it at the Research Symposium of the North American Association for Environmental Educators. Now available are a <a href="http://earthregenerative.org/pdf/Hauk-2015-Details%20and%20Sources%20-%20Inclusive%20Spectrum%20of%20Climate%20Justice%20Education%20-%20Curricular%20Metasynthesis%20v2-1.pdf" target="_blank">companion briefing about the instrument</a> as well as an <a href="http://earthregenerative.org/pdf/Hauk%20-%20NAAEE%20Poster%202015%20-%20October%20-%20Designing%20and%20Assessing%20Climate%20Justice%20Education%20-%20Spectrum%20of%20Inclusive%20Resilience%20-%20Poster.pdf" target="_blank">informational poster</a>. I am still in the process of further refining and articulating this work for academic publication.<br />
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<a href="http://earthregenerative.org/pdf/Hauk%20-%20NAAEE%20Poster%202015%20-%20October%20-%20Designing%20and%20Assessing%20Climate%20Justice%20Education%20-%20Spectrum%20of%20Inclusive%20Resilience%20-%20Poster.pdf" target="_blank"><img border="0" src="http://earthregenerative.org/pdf/Snapshot-Spectrum-Climate-Justice-Education-Hauk-2015.png" height="299" width="400" /></a></div>
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Figure 1. Snapshot, <a href="http://earthregenerative.org/pdf/Hauk%20-%20NAAEE%20Poster%202015%20-%20October%20-%20Designing%20and%20Assessing%20Climate%20Justice%20Education%20-%20Spectrum%20of%20Inclusive%20Resilience%20-%20Poster.pdf" target="_blank">Spectrum of Inclusive Resilience Poster</a> (Hauk, (c) 2015)<br />
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Title: <b>Spectrum of Inclusive Resilience: Designing and Assessing Climate Justice Education </b><br />
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Abstract: Developed by meta-synthesis and refined by multi-case application, this research offers a three-tier spectrum to assess and design for depth of implementation of transformative climate justice approaches in curricula and projects, to avoid greenwashing and move more deeply towards social transformation, community-based action, inclusion, and resilience in environmental education.<br />
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Marna Hauk, Ph.D. – NAAEE – Research Symposium – October, 2015 in San Diego, California<br />
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<a href="http://earthregenerative.org/pdf/Hauk-2015-Details%20and%20Sources%20-%20Inclusive%20Spectrum%20of%20Climate%20Justice%20Education%20-%20Curricular%20Metasynthesis%20v2-1.pdf" target="_blank">Here's the handout I shared</a> with visitors during the discussion.<br />
<a href="http://earthregenerative.org/pdf/Hauk%20-%20NAAEE%20Poster%202015%20-%20October%20-%20Designing%20and%20Assessing%20Climate%20Justice%20Education%20-%20Spectrum%20of%20Inclusive%20Resilience%20-%20Poster.pdf" target="_blank">Here's the poster I developed to share</a> this instrument - more refined than the 2014 one, and still in formation.<br />
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Hope you find it of interest, and please let me know what you see missing or would suggest augmenting or changing. I have subsequently encountered the work of the <a href="http://www.hackmanconsultinggroup.org/" target="_blank">Hackman Consulting Group</a> on designing climate justice education, whose insights I hope to include in the next iteration of this spectrum model.<br />
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Thank you.Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-73424111900438801852016-04-14T07:01:00.004-07:002016-04-14T07:06:58.571-07:00Vibrant Earth - Interactive Symposium at the American Educational Research Association<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCiE_-IGQEezWDNZ2uDYsOQG7DCDLcNPYC5QkOpppTiprU6HDlr6Onp9F43ckBOpf2gfc6POZ57yf-J9xUHlWkAKEZ8yA699tv6wVcEFraVUvRhyphenhypheniw3oJdyQPSjC7sbPmUwWZNREhX1Nk/s1600/IMG_3272.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCiE_-IGQEezWDNZ2uDYsOQG7DCDLcNPYC5QkOpppTiprU6HDlr6Onp9F43ckBOpf2gfc6POZ57yf-J9xUHlWkAKEZ8yA699tv6wVcEFraVUvRhyphenhypheniw3oJdyQPSjC7sbPmUwWZNREhX1Nk/s200/IMG_3272.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Weaving as a Metaphor for<br />Biocultural Embedment<br />Photo by B. Mayer, 2016</td></tr>
</tbody></table>
At the recent American Educational Research Association meeting in Washington, D.C., the interactive symposium entitled "Vibrant Earth: <span style="font-family: "times new roman"; font-size: 12pt;">Bioculturally Embedded Educational Encounters Catalyzing Earth Regenerative Creativities" involved dynamic experiential dimensions and international scholarship at the intersection of bioculture, ecology, and sustainability. Here was the overview description: </span><br />
<blockquote class="tr_bq">
<span style="font-family: "times new roman";">Educational
researchers reveal regenerative creativities sourced in Earth that promise
biocultural regeneration, creative restoration, and diverse liberations. This
interactive symposium draws from a rich, international, transdisciplinary
synergy of research projects to generate a creative space for interchange about
creative diversities sourced in earth connection. These proposals break the
human/nature binary and share in the mutualism of matrixial biocultural
embedment. They explore how biocultural embedment, at multiple scales, produces
regenerative capacity. Through arts-based approaches, indigenous ethnographies,
experiential STEM, and complexity methods, these projects suggest directions
for catalyzing change. The earth itself, as the first teacher, in and through
embedded learners and learning collectivities, suggests innovations for
critical and creative empowerments to catalyze diverse democracies.<br /> </span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman";"><o:p> </o:p></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman";">Keywords: </span></b><i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman";">transdisciplinary,
creativity, eco-restoration, arts-based research, decolonizing methods</span></i></blockquote>
<br />
The papers presented included<br />
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<li><span style="color: #222222; font-family: "times new roman";">Theorizing Earth Regenerative
Creativity in Education Design</span><span style="color: #222222; font-family: "times new roman";"> – Marna Hauk, Ph.D. – Prescott College and the Institute
for Earth Regenerative Studies</span></li>
<li><span style="color: #222222; font-family: "times new roman";">After Embeddedness: Dreaming Soil
Ecologies Through Arts-Based Research </span><span style="color: #222222; font-family: "times new roman";">– Barbara Bickel, Ph.D. – Southern Illinois
University</span></li>
<li><span style="color: #222222; font-family: "times new roman";">Decolonizing Development: Freeing
Biocultural Diversities in Egypt to Enhance Regenerative Capacity</span><span style="color: #222222; font-family: "times new roman";"> – Abeer Salem, Ph.D. –
MSA University, Cairo, Egypt</span></li>
<li><span style="color: #222222; font-family: "times new roman";">Democratizing Mathematics via Embodied
Learning and the Arts in a Teaching and Learning Garden</span><span style="color: #222222; font-family: "arial";"> </span><span style="color: #222222; font-family: "times new roman";">– Susan Gerofsky, Ph.D. –
University of British Columbia, Vancouver</span></li>
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<br />
<!--EndFragment--> And we learned to make cordage and worked with weaving spring willow. Brett Mayer, a graduate student from Prescott College, helped with the symposium.<br />
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<!--StartFragment--><!--EndFragment-->Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-77119633672761991152015-07-17T12:09:00.002-07:002015-07-17T12:10:02.023-07:00Women Empowering Climate Action Network - July 23rd Information Night and Watch "Arise the Movie" - Portland Oregon <span class="fsl">We will share information for interested women for the WE-CAN Women Empowering Climate Action Network (<a href="http://www.earthregenerative.org/wecan/">www.earthregenerative.org/wecan/</a>) upcoming year-long mentored support certificate program and social
incubator for women's community climate action projects. We are
currently accepting applications. </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaRe0NXbm7t3vGb206nXb9O0oySdZK8c0z6C-WgHQjbtVbGAS61GSn4dSZwgRvzAqOjEW7qlPb7wIyzx-Yic4rI6dFroqjLMoN6Hi3mKxeYbtKva-Eo7CZtaikJrlSMrrpprhj2p_DHKs/s1600/atm_focal_see_movie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaRe0NXbm7t3vGb206nXb9O0oySdZK8c0z6C-WgHQjbtVbGAS61GSn4dSZwgRvzAqOjEW7qlPb7wIyzx-Yic4rI6dFroqjLMoN6Hi3mKxeYbtKva-Eo7CZtaikJrlSMrrpprhj2p_DHKs/s320/atm_focal_see_movie.jpg" width="320" /></a></div>
<span class="fsl">Prospective participants, mentors, and
community supporters are invited. We will watch <a href="http://arisethemovie.com/" target="_blank">"Arise: The Movie"</a>
which features example grassroots projects in ecofeminism action from
around the world, including inspiring words from Vandana Shiva and
Winona LaDuke. </span><br />
<br />
<span class="fsl">We will discuss these inspiring examples, the nature of
the upcoming program, how to apply and get involved, opportunities to mentor, and inspire women's
projects in community climate action. Open Q & A format too. Meet
women committed to innovating projects for climate resilience and earth
connection. Herbal tea will be served. All women are welcome.</span><br />
<br />
<span class="fsl">More information on our Facebook event page: <a href="https://www.facebook.com/events/477995702360970/">https://www.facebook.com/events/477995702360970/</a></span>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-85426115651374629392015-04-23T09:53:00.002-07:002015-04-23T09:53:42.385-07:00Portland Program WECAN - Women Empowering Climate Action Network - Fall 2015 Applications Launched<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Georgia,"Times New Roman",serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOQGxD6cOs85CCZgRUCT8Kn4a9wNBBd0Ux7EmL2CAIvXSwqCLajX34hR3BmD_TxnKGoKIZuDjOLaiR0NTKSn_MpubIKLH_krt_U3noyGTIIF-wpMR_e-Qzw0a1Fv2AwmlWSelN9C1k1zA/s1600/shutterstock_121720933-topswirl+rainbow+wecan+-crop.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="decorative swirl pattern graphic" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOQGxD6cOs85CCZgRUCT8Kn4a9wNBBd0Ux7EmL2CAIvXSwqCLajX34hR3BmD_TxnKGoKIZuDjOLaiR0NTKSn_MpubIKLH_krt_U3noyGTIIF-wpMR_e-Qzw0a1Fv2AwmlWSelN9C1k1zA/s1600/shutterstock_121720933-topswirl+rainbow+wecan+-crop.jpg" height="200" title="Rainbow Swirls" width="200" /></a></span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">WECAN - Women Empowered for Climate Action Network, a project of the Institute for Earth Regenerative Studies, has just made available <a href="http://www.earthregenerative.org/wecan/pdf/wecan-2015-introsheet.pdf" target="_blank">a briefing sheet</a> and <a href="http://www.earthregenerative.org/wecan/pdf/wecan-2015-application.pdf" target="_blank">the participant application for</a>m for the Fall 2015 program start. Priority will be given to applications that are received by June 22, 2015. </span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<span style="font-family: Georgia,"Times New Roman",serif;">Information sessions are planned for May and June.</span><br />
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footer"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="index heading"/>
<w:LsdException Locked="false" Priority="35" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of figures"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
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<br />
<div class="MsoNormal" style="margin-right: 63.0pt;">
<span style="font-family: Georgia,"Times New Roman",serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-size: 11.0pt;">Program Information</span></b></span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-bottom: 8.0pt; margin-left: 0in; margin-right: 63.35pt; margin-top: 6.0pt;">
<span style="font-family: Georgia,"Times New Roman",serif;">The Institute for Earth Regenerative Studies is a local
graduate institute and adult learning center based in northeast Portland
offering stellar programs at the convergence of creativity, eco-restoration,
and the living wisdom traditions. One project of the Institute is WE-CAN, Women
Empowering Climate Action Network, which is a year-long mentored learning and
action cohort to support women and queer women in incubating community-based
climate change, climate action, and climate justice projects. Our circle of
8-12 visionary-activists will meet 1-2 times per month, meet once monthly with
a program mentor with relevant experience, and mentors and visionary activists
will all also co-learn once a month in a larger circle. Visionary-activists,
who may be sparked by background or interests in an arts-based, permaculture/
gardening/ nature-loving, or ecopreneurial approach will cross-pollinate and
learn more about climate justice and Gaian resilience while nurturing their
visionary projects. Encounters will include a combination of project activation
training, collaborative creativity engagements, climate change learning,
community organizing, ecopreneurship skill-building, and the development of a
plan for launching your project. </span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 63.35pt; margin-top: 0in;">
<br /></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-bottom: 8.0pt; margin-left: 0in; margin-right: 63.35pt; margin-top: 6.0pt;">
<span style="font-family: Georgia,"Times New Roman",serif;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-size: 11.0pt;">We are recruiting women visionary-activists to
participate in our maiden cohort!</span></i></b><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-size: 11.0pt;"> </span></span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-right: 63.0pt;">
<span style="font-family: Georgia,"Times New Roman",serif;">The cost for participating is a
sliding scale from $10 to $270/month, with many partial and full scholarships
available. A wide range of proposed projects will be considered, for example
projects in food justice community gardening, climate murals, appropriate
technology eco-businesses, women’s empowerment projects, rural-urban
partnerships for permaculture resilience, etc. Use your creative powers to
dream Earth’s next chapters…</span></div>
<div class="MsoNormal" style="margin-right: 63.0pt;">
<br /></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 63.35pt; margin-top: 0in;">
<br /></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-right: 63.0pt;">
<span style="font-family: Georgia,"Times New Roman",serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-size: 11.0pt;">Application Form for WE-CAN</span></b></span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 63.35pt; margin-top: 0in;">
<span style="font-family: Georgia,"Times New Roman",serif;">Our <a href="http://www.earthregenerative.com/wecan/pdf/wecan-2015-application.pdf">application</a>
process allows you to gather your materials and email us your application. The
types of questions include describing your project idea, providing some
background information on successful projects or activities in the past, and
two letters of support. </span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 63.35pt; margin-top: 0in;">
<br /></div>
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</span><div class="MsoNormal" style="margin-right: 2in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;"><b style="mso-bidi-font-weight: normal;">Timelines</b></span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 2.0in; margin-top: 0in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;">Applications
are accepted on a rolling basis with priority given if sent by June 22, 2015</span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 2.0in; margin-top: 0in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;">Notifications
will be rolling and will start being sent by August 1, 2015</span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 2.0in; margin-top: 0in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="height: 219px; left: 0px; margin-left: 553px; margin-top: 405px; mso-ignore: vglayout; position: absolute; width: 218px; z-index: -1895824384;"></span>The program runs from September 2015
through May 2016</span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 2.0in; margin-top: 0in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;"><br />
We look forward to learning more about your ideas!</span></div>
<span style="font-family: Georgia,"Times New Roman",serif;">
</span><div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: 2.0in; margin-top: 0in; text-align: right;">
<span style="font-family: Georgia,"Times New Roman",serif;">www.earthregenerative.org/wecan/</span></div>
Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-47987610536548060752015-03-19T10:53:00.001-07:002015-03-19T10:53:58.231-07:00Climate Change Cohort Kicking Off, Slated for Fall 2015 Launch<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7aVkIW4yZJB5v0V0nhsSMspnCIFgKQ-wbP-RfdhvlzYnefaycEHNYzO1fDMo5GVvLvtTTh575ZSEIsGR9EB6jFAJXBtLi1FL6rLN61VRMDnqDQ17b3TCrCCGHro2pC1Xm4oEvlHb_IU8/s1600/dreamstime_m_9515404-GREEN-concentric-artwork-purchased-logo-wecan-ccc.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7aVkIW4yZJB5v0V0nhsSMspnCIFgKQ-wbP-RfdhvlzYnefaycEHNYzO1fDMo5GVvLvtTTh575ZSEIsGR9EB6jFAJXBtLi1FL6rLN61VRMDnqDQ17b3TCrCCGHro2pC1Xm4oEvlHb_IU8/s1600/dreamstime_m_9515404-GREEN-concentric-artwork-purchased-logo-wecan-ccc.jpg" height="200" width="154" /></a></div>
<span style="font-family: Arial,Helvetica,sans-serif;">The Institute will soon begin accepting applications for the <a href="http://earthregenerative.org/wecan/" target="_blank">WE-CAN program</a> in Gaian Leadership and Climate Resilience. Please contact the Institute for application materials. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The Institute for Earth Regenerative Studies develops programs at the convergence of
creativity, cultural and ecological restoration, and the living wisdom
traditions. We are dedicated to nurturing women as leaders,
facilitators, and healers through embodied, integrated action. WE-CAN is
a project of the Institute for Earth Regenerative Studies. Supported by
a training fellowship from the EE Capacity, Civic Ecology Lab, the
North American Association of Environmental Education, and the EPA, we
are designing and unfolding the first year-long program in community
climate resilience.</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="colDefault">The WE-CAN Program year</span> offers a
dynamic, interactive learning and action context for community-based
climate change resilience projects. Whether you are interested in
increasing community-based organic gardening or food forests, want to
bootstrap a public-benefit enterprise in transition skills, or want to
increase community involvement through large puppetry or murals, <span class="highlight black">We nurture Gaian thriving</span>, in learners' growing vision, along multi-disciplinary dimensions. Our mentor match program is excellent. </span><br />
<br />
<div class="tab-pane active" id="tab2">
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><h4>
<span style="font-family: Arial,Helvetica,sans-serif;">Circles of Mentors and Acceleration</span></h4>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><ul class="list-arrow3">
<li><span style="font-family: Arial,Helvetica,sans-serif;">Meet regularly with the cohort with guest presenters and demonstrations</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">Meet monthly with your project mentor</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">Meet monthly with the entire circle of action learners and mentors</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">Custom design your project inside a circle of support</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">Field trips and site visits as well as intensives for immersive learning</span></li>
</ul>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">Mentoring one-on-one and the Mentor learning circle bridges
generations of successive waves of contribution, talent, and creativity.
All this with the intention of creating planetary thrivability.</span><br />
</div>
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">More information is available at the WE-CAN website. Application materials will be published later in March and will be due by May 15, 2015. </span>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-27181378364256106102014-11-16T22:31:00.001-08:002014-11-16T22:33:04.728-08:00Call for Proposals - Women in Sustainability Handbook<br />
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<div class="layoutArea">
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<i><span style="font-family: 'Calibri'; font-size: 11.000000pt;">This call for proposals just out<span style="font-family: 'Calibri';"> from Marna Hauk, Ph.D. and Denise Mitte<span style="font-family: 'Calibri';">n, Ph.D.</span></span></span></i></div>
<span style="font-family: 'Calibri'; font-size: 11.000000pt;"><span style="font-family: 'Calibri';"><span style="font-family: 'Calibri';"> </span></span> </span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://upload.wikimedia.org/wikipedia/commons/5/50/Landscape_Carina_Nebula.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/5/50/Landscape_Carina_Nebula.jpg" height="270" width="400" /></a></div>
<br />
<span style="font-family: 'Calibri'; font-size: 11.000000pt;">Women in Sustainability are like a stellar nursery, such as the Carina Nebula. Within the emergent
processes of the living universe and the generosity of the planetary unfolding, women in sustainability
are interweaving ecology, equity, culture, and economics into deep, ancient, innovative, and generative
forms and processes for planetary liberation. We are molten, pushing out the borders and bounds of the
fields of sustainability in relational connectivity and inclusion. We are pragmatic, grounded, and
embodying action. </span><br />
<br />
<span style="font-family: 'Calibri'; font-size: 11.000000pt;">We seek an admixture of insight, research, clarity, story-telling, art, and inspiration from women in the
fields, practice, or transdiscipline of sustainability. We want to learn from eco-artist mavericks, women
in sustainable science, women in collective endeavor; current day success stories; intersectional
sustainabilities and sustainable solidarities; ecofeminist, matrixial, and material feminist sustainabilities;
journeys into ancient, generative mother-cultures; group-authored visionaries breathing into the labor
pains of the current era; love notes to the future. Articles, poems and brief writings, and a “recipes of
sustainability” section including self-sustaining as well as mothering sustainable cultures. </span><br />
<br />
<span style="font-family: 'Calibri'; font-size: 11.000000pt;">Send your 1-3 page chapter proposal with brief bio and CV by February 1, 2015<br />
Email your chapter proposals or drafts to </span><span style="font-family: 'Calibri,Italic'; font-size: 11.000000pt;">womeninsustainability at gmail -do<span style="font-family: 'Calibri,Italic';"><i>t</i></span>- com </span><span style="font-family: 'Calibri'; font-size: 11.000000pt;">by May 1, 2015</span><br />
<span style="font-family: 'Calibri'; font-size: 11.000000pt;">This call is also available at: http://www.eartheregenerative.org/wish/ </span></div>
</div>
</div>
Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-34922019368087108752014-07-17T12:56:00.004-07:002014-07-18T09:20:58.346-07:00Climate Change Action - Catalyzing Community Engagement: We Can with the WE-CAN Program<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfPdz6kHygHaxxbctrSQvdoVSG6kEmBHP1nEeQCQBR36J4iEyhjayYmzRzi7eVG3oCHfoSx9KqH9vESFQZcogOWp7JRFygm7fyAoO027G96HZuWP_V7IYu9JoVcYHB1jYEE5MUsa39Sy4/s1600/WE-CAN+logo+horizontal+crop+success.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfPdz6kHygHaxxbctrSQvdoVSG6kEmBHP1nEeQCQBR36J4iEyhjayYmzRzi7eVG3oCHfoSx9KqH9vESFQZcogOWp7JRFygm7fyAoO027G96HZuWP_V7IYu9JoVcYHB1jYEE5MUsa39Sy4/s1600/WE-CAN+logo+horizontal+crop+success.png" height="75" width="320" /></a><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">Inspired by the idea that our communities are already well-resourced with brilliance, determination, and creativity, the Institute for Earth Regenerative Studies is innovating a certificate program to catalyze community-based climate resilience. The first cohort, targeted for a Fall 2015 start, will bring together a dozen women, including queer women, in an activist, experiential learning cohort to engage in mentored projects for climate change, climate action, and climate justice. The program is envisioned as a cross-collaboration of arts-based activists, ecopreneurs, and permaculture - regenerative designers. </span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">The program in Women Empowering Climate Action Network (or WE-CAN) will feature research-based and culturally responsive vibrant practices for learning and collaboration, including regenerative creativity inspired by biomimicry and fractal patterns from nature and bioculture as well as sustainability education, complex living systems, and ecoliteracy combined with approaches for environmental justice. Cohort members will also study and practice agile project management and collaborative leadership. The project hopes to nurture each learner with a project mentor, internships, and accelerator-style resources and micro-investments in project start-up. The Pacific Northwest women's community will be an amazing hothouse of support and social incubation for these practical visionaries. </span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">We are currently soliciting project mentors, potential partners, internship sites, investors, and supporters, as well as prospective cohort participants. This program has already been honored with a training fellowship in community climate change action from the Cornell University Civic Ecology Lab, EE Capacity, the North American Association of Environmental Education, and the EPA. </span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br />The Institute for Earth Regenerative Studies is a learning organization for Gaian thriving at the intersection of creativity, ecological restoration, and the living wisdom traditions in the Pacific Cascadia bioregion. The living Earth system is our first teacher. </span>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">We look forward to collaborating with you to bring this and other amazing projects to life here in the heart of Cascadia. </span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"> </span>
Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-24965005781311968452013-12-30T13:22:00.002-08:002013-12-30T13:30:46.875-08:00Incubating Social Creativity and Regenerative Creativity<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/9/9b/Mural_Malcolm_X_-_Ella_Baker_-_Martin_Luther_King_-_Frederick_Douglass.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/9/9b/Mural_Malcolm_X_-_Ella_Baker_-_Martin_Luther_King_-_Frederick_Douglass.jpg" height="321" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>T. Fisher photo of Stancell's Mural "We Who Believe in Freedom Cannot Rest" </i></td></tr>
</tbody></table>
The fields of social learning and social incubators are cultivating, I would suggest, the endeavor of incubating social creativity.<br />
<br />
<b><i>Social Learning</i></b>. Wals and Leij (2007) in their prefatory remarks to a book on the topic of social learning and sustainability education (<a href="http://www.wageningenacademic.com/sociallearning" target="_blank">free downloadable ebook available</a>) point out the spectrum of meaning for social learning -- from learning among deeply socially contexted inviduals to focusing on the learning processes of 'social aggregates' (pp. 19-20). They suggest that social learning involves facilitating dynamic contexts for richly socially contexted, diverse groups to engage with sustainability challenges along this spectrum. Complexivists have referred to this as extending the locus of learning to the learning community [and not (only) the individual] (Davis & Sumara, 2006) or as the learning of collective beings (Minati & Pessa, 2006). Sterling (in the 2007 volume linked above) imagines a "connective cultural consciousness" in which sustainability social learning can help cultures "ride the storm" of climate change by undertaking radical social learning at the scale of paradigm change.<br />
<br />
Granted, these ideas of social collectives are not actually novel. To note, elder cultures (such as those featured by <a href="http://ecojusticepress.com/" target="_blank">Bowers' scholarship</a> on the learning commons and traditional cultures) have long understood that learning communities offer a deep connection, empowerment, and nurture than individuals operating in isolation or even individuals collaborating. Educational theory is still catching up.<br />
<br />
At the same time that learning theory is learning to jump scales and study aggregates, enterprise theory and incubation of entrepreneurship (and ecopreneurship even) is undergoing a similar shift from rugged individualism to .... social incubators. <br />
<br />
<br />
<i><b>Social Incubators</b></i>. Social media, crowdfunding, honoring social good and values-infused endeavor, and open-sourcing as well as increasingly accessible organizational infrastructure through internet technologies have radically opened the field of enterprise innovation. The idea of separate "enterprises" are themselves melting as densely interconnected networks of creatives and service brocades transfigure entrepreneurship. The rise of <a href="http://www.socialenterprisebuzz.com/2012/10/03/5-social-enterprise-incubators-and-accelerators-you-should-know-about/" target="_blank">social enterprise incubators</a> (also <a href="http://www.dutiee.com/four-social-incubators-that-can-rock-your-startup-world" target="_blank">these examples</a>) and the <a href="http://www.schumachercollege.org.uk/blog/building-an-economy-on-gift-and-generosity-jonatha-dawson" target="_blank">generosity economy</a> all reflect a parallel to the shift described in educational theorizing toward attending to the social dimensions of learning and social learning. <br />
<br />
<br />
<i><b>Incubating Social Creativity</b></i>. Without falling into the western tendency to reify the new (as is often the case in unconscious neophilia), the social evolution of our species involves attending to complex emergence. Our culture is evolving to attend to emergence, autopoiesis, and self-organization as signs of complex innovation and novelty. Goldstein, Hazy, and Lichtenstein (2010) propose complexity-informed strategies for facilitating ecologies of innovation. <br />
<br />
Attending to innovation in a deep sense means attending to creativity. Csiksentmilhalyi (1999) noticed how the systems of field and culture contexted and vetted individual creativity. <a href="http://www.artsci.wustl.edu/~ksawyer/" target="_blank">R. Keith Sawyer</a> (2010) takes off from jazz improvisation to develop a complexity-informed social creativity called <i>collaborative emergence</i>. In collaborative emergence, creative collaborations by groups of people spark emergent phenomena at the group scale. Ecologies of innovation extend this emergent process to locality and cultural scales, even innovating public services (for example <a href="http://www.thersa.org/action-research-centre/community-and-public-services/citizen-power/peterborough-innovation-with-a-common-purpose" target="_blank">in Peterborough</a>). At the scale of locality and neighborhood, the <a href="http://www.transitionnetwork.org/" target="_blank">Transition Town</a> movement exemplifies this shift; <a href="http://cityrepair.org/" target="_blank">City Repair and Placemaking</a> serves as another beacon. Social creativity has been credited with rapidly accelerating software innovation (Granof, 2013). Many other theorists have also explored social creativity (including John-Steiner, 2000 and Sawyer, 2008). Social as a descriptor in social creativity can function in two ways, either to convey that the phenomena is generated by social aggregate or that it is geared toward social good. <br />
<br />
<i><b>Researching Incubating Social Creativity</b></i>. My original mixed methods research is surfacing methods and means for catalyzing social creativity. I research the "social" in creativity across both dimensions of meaning of social: (1) that it is generated by groups and systems of creativity and (2) that it has an intention toward social good, in this case sustainability and regeneration.<br />
<br />
I am studying how to incubate multi-scale creativity. By generating processes, habits of curiosity, and cultures of individual and small group creative processes as well as setting up learning cultures favoring social creativity, we can facilitate and encourage the underlying practices, habits, and cultural matrix to nurture social creativity.<br />
<br />
The research is surfacing how creativity, the seedbed for innovation and personal and cultural flourishing, can be sourced in nature and bioculture and aligned with increasing the integrity of culture, place and planet. This regenerative creativity emerges at multiple scales and produces empathy, connection, and earth-aligned action. Incubating social creativity catalyzed by ecofractal patterns from nature and bioculture develops what Bowers (2012) calls ecological intelligence and what Goleman, Bennett & Barlow (2012) name ecoliteracy, an emotionally and socially engaged ecological intelligence. I would suggest that to incubate this kind of regenerative cultural and social creativity can source shifts not only in social learning and social enterprise, but also in multiple other domains and transdisciplines as part of the enlarging and interconnecting tapestry of cultural regeneration beyond sustainability to thriving. <br />
<br />
In the coming months we will be sharing snapshots of the emergent findings from this research. <br />
<br />
<i><b>Resources</b></i><br />
<ul>
<li>Bowers, C. A. (2012). The challenge facing educational reformers: Making the transition from individual to ecological intelligence in an era of climate change. In D. Ambrose & R. J. Sternberg (Eds.), <i>How dogmatic beliefs harm creativity and higher-level thinking</i> (pp. 112-122). New York, NY: Routledge, Taylor & Francis.</li>
<li>City Repair. (2013). Website. Retrieved from <a href="http://www.cityrepair.org/">http://www.cityrepair.org</a></li>
<li>Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), <i>Handbook of creativity.</i> New York, NY:<br />Cambridge University Press.</li>
<li>Dawson, J. (2012). Building an economy on gift and generosity [Blog post]. Retrieved from http://www.schumachercollege.org.uk/blog/building-an-economy-on-gift-and-generosity-jonatha-dawson</li>
<li>Goldstein, J., Hazy, J. K., & Lichtenstein, B. B. (2010). <i>Complexity and the nexus of leadership: Leveraging nonlinear science to create ecologies of innovation. </i>New York, NY: Palgrave Macmillan.</li>
<li>Goleman, D., Bennett, L., & Barlow, Z. (2012). <i>Ecoliterate: How educators are cultivating emotional, social, and ecological intelligence</i>. San Francisco, CA: Jossey-Bass and the Center for Ecoliteracy.</li>
<li>Granof, P. (2013, October 9). Social creativity: The engine of software development [Blog post]. <i>Wired - Innovation Insights</i>. Retrieved from http://www.wired.com/insights/2013/10/social-creativity-the-engine-of-software-development-in-the-social-era/</li>
<li>Sawyer, R. K. (2008). <i>Group genius: The creative power of collaboration</i>. New York, NY: Basic. </li>
<li>Sawyer, R. K. (2010). Individual and group creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), <i>The Cambridge handbook of creativity</i> (pp. 366-380). New York, NY: Cambridge University Press.</li>
<li>Stancell, P. Mural of "We who believe in freedom cannot rest." On Wikimedia Commons. <a href="http://commons.wikimedia.org/wiki/File:Mural_Malcolm_X_-_Ella_Baker_-_Martin_Luther_King_-_Frederick_Douglass.jpg" target="_blank">Mural on the wall of row houses in Philadelphia</a>, sponsored by the Freedom School Mural Arts Program. </li>
<li>Transition Network. (2013). Website. Retrieved from <a href="http://www.transitionnetwork.org/">http://www.transitionnetwork.org/</a></li>
<li>Wals, A. E. J. (Ed.). (2007). <i>Social learning towards a sustainable world: Principles, perspectives, and praxis</i>. Pays-Bas: Wageningen Academic Publishers. <a href="http://www.wageningenacademic.com/sociallearning" target="_blank">Retrieved from the publisher</a> at http://www.wageningenacademic.com/sociallearning </li>
</ul>
<i>Image Credit: </i><br />
<br />
<i>Photograph by Tom Fischer, 2009, of a <a href="http://commons.wikimedia.org/wiki/File:Mural_Malcolm_X_-_Ella_Baker_-_Martin_Luther_King_-_Frederick_Douglass.jpg" target="_blank">Mural on the wall of row houses in Philadelphia</a>. Mural Artist is Parris Stancell, sponsored by the Freedom School Mural Arts program. Photo Creative Commons 2. Left to right: Malcolm Shabazz (Malcolm X), Ella Baker, Martin Luther King, Jr., Frederick Douglass. The quote above the mural is from Ella Baker, a founder of SNCC (Student Non-Violent Coordinating Committee), a civil rights group that helped to coordinate "Freedom Rides" in the early 1960's (from Wikimedia Commons).</i>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-16930345282571195542013-07-23T13:23:00.004-07:002013-07-23T13:27:56.976-07:00Complexity Conference to Include Everyday Creativity Scholar Ruth Richards<a href="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f4/Forest_path_in_Yvelines_-_France.jpg/639px-Forest_path_in_Yvelines_-_France.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f4/Forest_path_in_Yvelines_-_France.jpg/639px-Forest_path_in_Yvelines_-_France.jpg" width="320" /></a>Creativity research has pivoted away from the "lone genius myth" (in the words of Montuori and Parser, 1995) and is moving towards what scholar Ruth Richards terms <b><a href="http://www.psychologytoday.com/articles/200910/everyday-creativity" target="_blank">everyday creativity</a> (</b><i>Psychology Today</i> article linked <a href="http://www.psychologytoday.com/articles/200910/everyday-creativity" target="_blank">here</a> provides background).<br />
<br />
Saybrook creativity professor Ruth Richards will be the Friday keynote at the Society for Chaos Theory in Psychology and the Life Sciences 23rd Annual International Conference this July 25-27 at Portland State University.<br />
<br />
<br />
<br />
Program available here:<br />
<a href="http://www.societyforchaostheory.org/conf/2013/">http://www.societyforchaostheory.org/conf/2013/</a><br />
<br />
An <a href="http://www.awakin.org/read/view.php?tid=778" target="_blank">excerpt from Everyday Creativity</a> highlights how we can miss the stunning beauty all around us.<br />
<blockquote class="tr_bq">
<span style="background-color: white; font-family: Verdana, 'Trebuchet MS', Tahoma, sans-serif; line-height: 17.91666603088379px; text-align: center;"><span style="color: blue; font-size: x-small;">We create the sight even as we become conscious of it. We do not simply see it. In our daily lives, who or what is doing the selecting? And why? Is this predetermined? Can we -- in the here and now – make a change? Can we see further? Can we see better? Can we even better our world? - Ruth Richards</span></span></blockquote>
Ruth Richards has also studied fractals and creativity as well as her research on everyday creativity. David Schuldberg, who is also active in everyday creativity and whose chaos-psychology contributions include "vortices of thought"will also be speaking at the upcoming conference.<br />
<br />
<i>A few citations for the curious: </i><br />
<div class="MsoNormal" style="margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<ul>
<li><span style="font-family: 'Times New Roman';">Richards, Ruth. (2001a).
A new aesthetic for environmental awareness: Chaos theory, the beauty of
nature, and our broader humanistic identity. </span><i style="font-family: 'Times New Roman';">Journal of Humanistic
Psychology, 41, </i><span style="font-family: 'Times New Roman';">2, 59-95. </span></li>
<li><span style="font-family: 'Times New Roman';">Richards, Ruth. (2001b).
Millennium as opportunity: Chaos, creativity, and Guilford's Structure of
Intellect model. </span><i style="font-family: 'Times New Roman';">Creativity Research Journal</i><span style="font-family: 'Times New Roman';">, </span><i style="font-family: 'Times New Roman';">13</i><span style="font-family: 'Times New Roman';">(3/4), 249-265.</span></li>
<li><span style="font-family: 'Times New Roman';">Richards, Ruth. (2010).
Everyday creativity in the classroom. In Ronald A. Beghetto & James C.
Kaufman, Eds., </span><i style="font-family: 'Times New Roman';">Nurturing creativity in the classroom </i><span style="font-family: 'Times New Roman';">(pp. 206-234). UK:
Cambridge University Press.</span></li>
<li><span style="font-family: 'Times New Roman';">Richards, Ruth. (Ed.).
(2007). </span><i style="font-family: 'Times New Roman';">Everyday creativity and the new views of human nature:
Psychological, social, and spiritual perspectives</i><span style="font-family: 'Times New Roman';">. Washington DC: American
Psychological Association.</span></li>
</ul>
</div>
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<span style="font-family: 'Times New Roman';"><br /></span>
<span style="font-family: 'Times New Roman';">Image credit: Wikimedia Commons public domain, <a href="http://commons.wikimedia.org/wiki/File:Forest_path_in_Yvelines_-_France.jpg" target="_blank">Forest path in Yvelines, France</a></span></div>
<!--EndFragment-->Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-70098872799140984242012-09-30T17:43:00.001-07:002012-11-05T09:55:14.324-08:00Joanna Macy and Active Hope<span style="font-family: Cambria; font-size: 12pt;"> Recently I heard Joanna Macy at the Unitarian Church in downtown Portland. This was my third time hearing
Joanna in Portland, and I also had the good fortune to attend a weekend intensive
with her while I was studying down in the Bay Area. Her 2012 talk was an introduction to her new book, </span><a href="http://www.newworldlibrary.com/BooksProducts/ProductDetails/tabid/64/SKU/19726/Default.aspx" style="font-family: Cambria; font-size: 12pt;" target="_blank"><i>Active Hope: How to Face the Mess We’re In Without Going Crazy</i></a><span style="font-family: Cambria; font-size: 12pt;"> (Macy and Johnstone, 2012).</span><br />
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
Joanna talks about “the great turning.” We were in the great hall
of the downtown Unitarian church, and before the lecture we were blessed to
hear some really brilliant, integrative live folk music by a young man who’s
studied with her. Songs such as “The Uni-Verse/The One Song” and an invocation
for a time of global prayer tied to the Olympics, the organizer sharing “Each
of us carries an essential thread of this rebirth of the tapestry for this holy
Earth.” </div>
<h2>
<a href="http://www.blogger.com/blogger.g?blogID=4860231196228071800" name="_Toc206170596">Macy, the Clear View, and Redefining Active Hope</a></h2>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
Joanna did speak
of getting a clear view, seeing what is, even if painful. Macy’s work emphasizes how,
in a culture of domination and power-over, even if it’s painful, even in the
midst of highly developed brainwash, to choose to see. Then identify the values
we’d like to see, and takes steps to move in that direction. She spoke of how our perception
is affected by the stories surrounding us, whether it’s the story of business
as usual, the great unraveling (in which the industrial growth society is
shredding system connections in a way that is unreweave-able), or the great
turning. She spoke of how she didn’t want to call the book “hope” – she doesn’t
believe in it, has railed against hope for years [to which I was eternally
grateful, I agree and was surprised when I saw the title. I’ve been meaning to
change the <a href="http://www.earthregenerative.org/earth-empathy/homepage.html" target="_blank">earth empathy site</a> from the beginning from "despair and hope" to "despair and justice," perhaps
her words will spark me to make it so]. She described how, even though she did not prefer the language of "hope," her views did not come
to fruition; the subtitle is her original desired title. So what she does in
one chapter, with the co-author, is redefine active hope so it doesn’t really
have to do with hope at all. Instead, it’s about seeing things as they are, being
willing to, doing it, having the heart break open from it, and holding the
clear intention and taking the action anyway. “The guiding impetus is our
intention, not weighing our chances.” Joanna Macy clarifies: “This work does not require our
optimism.” That resonated deeply with me. “It’s about stepping into a state of
aliveness that makes our life meaningful.” </div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://joannamacy.net/images/DoriMidnightSpiral.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://joannamacy.net/images/DoriMidnightSpiral.jpg" width="260" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dori Midnight, <a href="http://joannamacy.net/theworkthatreconnects/the-wtr-spiral.html" target="_blank">from Joannamacy.net</a></td></tr>
</tbody></table>
<h2>
<a href="http://www.blogger.com/blogger.g?blogID=4860231196228071800" name="_Toc206170597">“Seeing with New Eyes”</a></h2>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
She named <a href="http://joannamacy.net/theworkthatreconnects/the-wtr-spiral.html" target="_blank">four stations in the truth mandala that The Work That Reconnects uses</a>: She suggests we ground in gratitude, then bring our awareness to our great sorrow and outrage, and then see with new eyes so that fourthly we can go forth, bringing
full presence to the work. The third station was “seeing with new eyes.” Macy suggests a perceptual move of seeing with new eyes, meaning that <i>as</i> we learn/believe/experience (a la the work of deep ecology and
the ecological self) “that we are a living part of the living earth, a shift
happens.” A wider view of time emerges. The synergy with the natural world also
widens and strengthens us. We are closely related to all the other beings
through space and time. Other life forms have so much to give and share. We
shift toward a different kind of power, from power-over to power-with, from one-way causality to collaborative approaches, power as synergistic, our interactions
working with others. Like grace, there is no limit when we work together. </div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
Here's Joanna on the possibilities: </div>
<blockquote class="tr_bq">
<div style="text-align: left;">
<i>The truth of our inter-existence, made
real to us by our pain for the world, helps us see with new eyes. It
brings fresh understandings of who we are and how we are related to
each other and the universe. We begin to comprehend our own power to
change
</i><br />
<table align="right" border="0" cellpadding="0" style="background-color: #e3e2bf;">
<tbody>
<tr>
<td style="text-align: right;"><i><br /></i></td>
</tr>
<tr>
<td style="text-align: right;"><i><br /></i></td>
</tr>
</tbody>
</table>
<i>
and heal. We strengthen by growing living connections with past and future generations, and our brother and sister species.</i></div>
<i><br />Then, ever again, we go forth into the action that calls us. With
others whenever and wherever possible, we set a target, lay a plan,
step out. We don’t wait for a blueprint or fail-proof scheme; for each
step will be our teacher, bringing new perspectives and opportunities.
Even when we don’t succeed in a given venture, we can be grateful for
the chance we took and the lessons we learned. And the spiral begins
again. - Joanna Macy</i></blockquote>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<br /></div>
Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0tag:blogger.com,1999:blog-4860231196228071800.post-4060579753710197442012-03-30T09:26:00.001-07:002012-03-30T13:38:15.302-07:00Earth Dreaming Research<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://s3.amazonaws.com/hcnews-main/9b261b5dfa8b2120323733d1b24c8250/mariko_temple.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="155" src="http://s3.amazonaws.com/hcnews-main/9b261b5dfa8b2120323733d1b24c8250/mariko_temple.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mariko Mori, "Dream Temple," <br />photo by R. Learoyd</td></tr>
</tbody></table>
In a multi-scale world of imbricated (woven) co-arising and emergence, the Earth system continues to come alive and communicate in and through us. How can we design research with Earth as an active co-researcher/participant?<br />
<div>
<br /></div>
<div>
One recent initiative hypothesizes that certain kinds of dreams might represent "earth dreams" and constitute expressions of the earth system through humans. This is an extension of the concept of <a href="http://www.earthregenerative.org/earth-empathy/homepage.html" target="_blank">earth empathy</a>, in which the planetary system and wisdom comes alive through human ways of knowing and being. As part of the research work of the Institute, this earth dreaming research is conducting mixed methods research with a cohort of dreamers who are incubating earth dreams. If you have what you believe to be "earth dreams" or encounter them in your readings or life experience, please contact earthdreamingresearch AT gmail DOT com. It might be that your earth dream could be considered as data for this research project in its initial or a future phase. We will post occasional information and ideas pertaining to these topics via this blog.<br />
<br />
<br />
<br />
<span style="font-size: x-small;">Image credit: <span style="text-align: center;">Mariko Mori, "Dream Temple,"</span><span style="text-align: center;"> </span><span style="text-align: center;">photo by </span><span style="text-align: center;">R. Learoyd </span>From <a href="http://www.hubculture.com/groups/47/news/102/" style="font-family: Cambria;">http://www.hubculture.com/groups/47/news/102/</a></span><br />
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<!--StartFragment--><!--EndFragment--></div>Earth Regenerativehttp://www.blogger.com/profile/01100479823108272069noreply@blogger.com0