It is sad that we have pulled so far away from experiential learning that we think summer is for vacationing and autumn is when we go back to the grind… that school is a grind confined in a classroom… that learning is confined to childhood.
It’s essential to understand that knowledge is power, to have a solid analytical framework with the right guiding questions, and to work with others to share the significant costs involved in becoming deeply informed.
In 2010, two women, Sarah Pugh and Laura Corfield co-founded Shift Bristol, fired up by the idea that what people needed in order to make that shift – to a more sustainable, eco-friendly, viable and happy existence – was some hands-on training.
In addition to fostering communication and thinking skills, deliberation can lead to changes in how young people engage as learners and citizens.
The idea of a permaculture course that might go on to change the world would have seemed a completely absurd idea that June day in John Thuellier’s office. But as Naomi Klein says, “there are no non-radical solutions left”.
In these benighted times, I am delighted to be able to offer something wonderful!!
In partnership with Vermont’s Sterling College, the new and expanded ‘Surviving the Future: Conversations for Our Time‘ offering – now featuring three elements, in response to requests from our growing community…
Our current system is clearly not educating young people for the time of the climate and ecological emergency, for a world that is more socially just, equitable and embracing of diversity in all its forms.
We are mutilating the wonder and curiosity inherent in us in order to mute the horror of participating in a culture that harms everything it touches. We are teaching our children exactly the opposite of what they need to learn.
What does the climate crisis have to teach us? Are we listening to what the Earth is telling us, as planetary systems necessary for the maintenance of life continue to unravel?
We need to move fast and with bold aspiration, while retaining critical reflexivity, as we create a new chapter in the evolution of our ways of educating on this—as yet—still beautiful planet.
We need education. Not standards. (“We don’t need no thought control.” Ever.) And yes, by those standards, it is a priority — perhaps even an emergency now. We need education for all our children.
As scholars, activists, and teachers, we are compelled to ask: in what ways can we assist in the birth of a pluriverse of possible paths forward into our “decade of decision.”