|Discussion includes questions, comments and stories, and is open as full group.
What is the goal of education?
Facilitate deep reflection? A deep goal for the movement that can sustain beyond smaller concrete issues.
how to make a case of affective forms of knowledge?
– we need a new subjectivity.
How do you practicalise EarthCARE? –
Members concerned that people are so closed off, and so are institutions – so wondering about how this works in practice.
One member shares her experience – son started school seven (for 2 yrs, now homeschooled), he had the ability to see/question schooling and couldn’t deal with the compartmentalisation (i.e. between subjects and between learning and playing time). She wants to know what she can do now to develop create holistic and alternative education in her family (some discussion of Steiner, Montessori & Forest schools, but not ideal or accessible to all).
– Sarah gives example of programs with uni management in US organised around meditation and rethinking policy and separability – “it is in practice but it does involve translation and compromise .. you can’t start from nowhere”.
– As educators we can use this framework in designing a space. Use it to check whether the learning we facilitates allows all of these justices to speak. Thinking that SSC is a great space but doesn’t meet all of these.
– can look different for different contexts and priorities, and there is some question about the relation between these justices and how each are prioritised. The time, space, opportunity impact which are prioritised and this links to power and investment. Sarah shares challenges of different ideas were being practiced at the same time; discussion, action and ceremony/ritual were all understood as the “work” of fixing things – different people understand and value processes differently. – what is “the work?”
A SSC scholar shares an example of working with appreciative inquiry – and reflecting on consciousness to be “facilitator” over “liberator”. They had felt the language (of dream and destiny) couldn’t be used in the context as it could offend or alienate people. A minute to think and actively not jump in to response gave space to speak to other people to have conversations. Now they wished they’d used the words dream and destiny and collectively explored what they meant, the scholar considers whether the example illustrates their conforming and complying to norms and their (then) preference not to show emotion.
In existing institutions
Difficult to practice – roles and relations informed by institutional norms and employment/contract conditions.
Thinking about students’ role and agency in creating more holistic/democratic learning experiences.
Create spaces for dialogue
EarthCARE is pragmatic given the problems we are seeing.
– our system not working & lack of interdisciplinary knowledge, mental health problems etc.
We need to think about what is the education that we want? We don’t often have that discussion. – What do we dream?
A lot of this is about messiness, at your home, in the institutions, open it up, uncomfortable,
It’s about unlearning, taking the risk/personal responsibility to unlearn – Painful and discomforting –
Forcing people to look into the mirror that they don’t want to look into
EarthCARE presentation– why does it look corporate? Fluidity is incompatible with these diagrams, frameworks etc.
– It is packaged– presented for potential funders, and to legitimise in order to put forward ideas that are radical.
– Reflected that this is the same for SSC website.