The Regenerative Education System and Practice — Part 2
To get caught up, start with part one of this series here.
The Seven Premises of Regenerative Education Based on Living Systems
An attempt at articulating The Regenerative Paradigm for Education is offered here by comparing the older paradigm, to expose the errors, with the living systems view. It is illustrated through the 7 Premises that are intended to show the difference in what an education system and process looks like in each world.
Premise One: Engage with Wholes
Learning is best and deepest, i.e. tied to reality, when it is happening in the context of a Value Adding Process, not abstract courses by an arbitrary categorization of fragmented subjects. Key is developing learnings in the process of contribution learners are making (in real time) to a specific greater whole intended to create a particular value beyond the school, organization, family. There is simultaneous actualizing and potentializing. Learning and manifesting.
What that looks like
To unwind the centuries of defining education by fragmented subjects conducted in a classroom format we ensure that each learning event is being applied to a place and role in creating something for a beneficiary. And the group of learners is creating something together, as well as individually, in the process. They may be creating a new system for a community group, serving a set of clients with services, or running a business. Nothing, no learning, is cold storage to be used after the course is done. It is all applied, in real time, before the next installment, next gathering, or next use of ideas. It is always in a stream of events, preferably over years and a lifetime, rather than programs and chunks.
With young children it may be a garden or farm where produce is provided to a community or entity, large or small, paid or unpaid, but it matters significantly to the life of the entity. It is not an add-on gift they can use or recipients can just be grateful for but ignore it. It must matter to the core of the beneficiaries life. The farm is not something they do for the school, one another or the teacher, but for a next level of greater whole in…
