Let's not pretend that complaints don't exist. Let's address them head on, and if there are weaknesses, let's fix them.Diego Footer
In today’s PERMIE KIDs Podcast, I share my response and my husband’s thoughts about a question Diego Footer, the host of the Permaculture Voices podcast and conference, recently asked. The questions was, “What is your biggest complaint about permaculture?” The power of this is not just in the answers that will come, but that solutions-based thinkers ask questions.
Problem solvers don’t just identify problems. Yes, that is one part of the process of being a solutions-based thinker. However, the more vital part of the process is the ability to ask questions about the problem, potential solutions, variables involved, goals, and the results the ideas and actions tried.
This is, of course, what this community is all about – optimistic, solutions-based thinking! If you’d like to explore further how to do this and help your children see approach learning and life this way, consider becoming a member and collaborating with others in our community.
Let me share a few more thoughts about how I believe questions are the future of education and how the design science frame work provides a problem solving tool for educators and learners alike.
Future of Education
If someone were to ask you about your biggest complaint about education, what would you say? Would you start by running down a list of the latest news articles about problems with children and education? Would you stop there and just accept that problems exist and cannot be changed? Now what would you say if I challenged you to turn those problems into solutions? How do we start constructively thinking about making the problems into solutions? I believe this starts with asking questions. The power of this is not just in the answers that will come, but that solutions-based thinkers ask questions. As parents, educators, and learners ourselves who are focused on helping ourselves, our children, and others find and follow their passions, learning how to ask questions is critical and one of my biggest concerns with the way education, educating, and being educated is perceived. It is the asking of questions, not the arrival at a solution that is most crucial.
It was a question that inspired me to follow my passions and forge a new educator-mentor and learning path for myself. Well over 15 years ago, while serving as an officer in the Air Force, I serendipitously found myself working as an educator for young adults who had gone through the traditional education system. These young adults didn’t have the skills to think for themselves, analyze, evaluate, and synthesize information, or even have an understanding of who they were. Upon completion of my military service, I asked myself, “What do I want to do next?” I reflected on the things I had done up until that point in my life that had brought me the most joy and discovered a pattern. I was often happiest when learning, coaching, mentoring, or otherwise involved with educating. This phase of my journey was still a long time before I decided I needed to turn my attention to the learners in their earliest years who still held a natural curiosity and love for exploring and learning rather than try to “re-wild” young adults. Still, as a result reflecting on that one question I decided to pursue experiential education training and earned a Master’s degree in Education focused on International Education and the International Baccalaureate Primary Years Program. That was almost seven years ago.
For several years, I was fortunate to work in some amazing alternative thinking learning environments, despite falling well within the category of the “standard education system.” However, I found myself falling further and further down the experiential education rabbit hole that made working within the educational system darn right fantastical.
I sat down one day with pen and paper in hand and wrote a new question, “What do I love and how can I live a life full of that love?” It was and still is a journey in the making, but I found that for me the answer was to be found in the problem itself. Not from redefining the problem, but by asking more questions.
The problem was two-fold. First, the education system treats education as a right. I don’t believe education is a right that can or should be doled out by others and bestowed upon another. I do believe everyone has intrinsic worth and with that comes the natural born right to learn and pursue aneducation as determined and valued by that individual and the communities in which he/she lives. How (and whether) each person goes about learning, what is learned (and what is not), and what is done (or not done) with the knowledge, skills, and experiences should be in the hands of the learner. Everyone has the right to pursue a lifetime of learning. Second, most people treat the education system as something created to be separate and distinct. I believe learning, educating, and life are inextricably linked. I do not exist separate from other people and things and I have a responsibility to care for those as well as myself. Everyone is surrounded by a surplus of educators and learning opportunities each and every day if they choose to recognize these resources. Furthermore, no one “creates” something that already exists. Instead, I realized I could creatively use all the resources around me to design myself, my relationships, and my life. I could use, value, do, and be what I love and in the process care for myself, others, and the earth. This journey started with a question and it has been questions that continue to be my most valuable resources.
Recently, I was confronted with a question similar to the one that I posed above; only this one was from Diego Footer, the host of Permaculture Voices. He asked his community, “What is your biggest complaint about permaculture?” Many folks in the alternative education community are familiar with permaculture in terms of edible, regenerative landscaping and organic food production practices. However, for me this ethical, design science methodology holds much more potential than how it is being used currently. In fact, I integrated the permaculture design science methodology with my love for education to design and personalize education opportunities for my children. I now help empower other parent-educators to do the same with their children.
By integrating permaculture design principles and a learner’s passions playfully and naturally, anyone of any age can design a personalized, holistic education that is more than just “academically rigorous.” Using the design principles gives not only the learners, but those who love them, a flexible patterned structure to understand and help children acquire critical life skills. How this patterned structure is filled in and exactly what form it takes is in the hands of each learner. Now young learners and educator-mentors alike have the framework to self-empower where before the traditional education system disempowered the designer within by dictating what they must learn, when, where, who will teach them, and often even confining the possibilities of how to learn. For example, regardless of the activity, these design principles help learners explore how to learn, how to find what they love, and how to make that central to who they are, what they do, and what they can do for others and the earth. Most importantly it encourages the children to become inquisitive problem-solvers.
Problem-solvers don’t just identify problems. That is only one part of the process of being a solutions-based thinker. A more vital part of the process is the ability to ask questions about the problem. To identify potential solutions, variables involved, goals, take action, and most importantly – responsibly observe and respond to continue the learning process. It is this reflective process, not the final “solution,” that empowers. Ask more questions about the results, ideas and actions tried, and take more action as needed.
It was with this mindset that I pondered Diego’s question about the biggest “complaints” in permaculture and I soon found myself asking questions about education. You see, I don’t see these two things as separate. My biggest “complaint” about permaculture is that it seems many people in the permaculture community optimistically assume that what they design and start in the landscape is something that will be lasting. They may not to fully recognize that it isn’t just the landscape that needs to be designed. It is a mentality (individual and societal) that needs to be purposefully, consciously designed and practiced by each individual in their own way. To do this, people who advocate for permaculture (or alternative education, I think) need to truly value diversity. What works for one is not the choice of another and that is ok. Diversity is needed to make permaculture (or alternative education) a lasting, sustainable movement. It isn’t about finding the “right” way, but about empowering people to forge their own path with the ethical design methodology as a guiding framework. This starts by first asking, “What do I love and how do I live a life full of that love?” Why wouldn’t our children, at the youngest ages, ask and start to explore such a question, too?
In this show I cover:
- Diego’s question – what was it and why should you respond?
- My thoughts and my husbands
- What are you doing or going to do about it… and how can this community help?
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Edge Alliance Opportunities
Sunday, January 4, 2015 from 1:00-2:00 pm (EST): Think you might be interested in becoming an Educational Designer? Join me and I’ll answer all your questions. In the meantime, you check out this video about the EDC and hear some testimonials from others in our community!
Saturday, January 10, 2015 from 12:00-1:00 pm (EST): Kelly Hogan from the Institute of Permaculture Education for Children (IPEC) joins us again! This time she will talk about some exciting changes for IPEC and some amazing educational opportunities for those who want to learn more about how to integrate traditional permaculture learning into the lives of young children and adolescents.
Sunday, January 25, 2015 from 7:00-8:00 pm (EST): Come join a discussion about personal New Year’s resolutions to become more active participants in our grassroots efforts to better care for ourselves, others, and the earth. Share what has happened or make a new commitment and envision a path about what will happen as the year unfolds. The individual, each individual is a powerful source of energy. By sharing ideas and experiences, we can turn that inert energy into kinetic energy through our individual actions in our individual families and communities that can ripple outward. Our individual energy can be renewed through the ideas and experiences of others, so come share and collaborate. Let’s inspire and empower one another. In addition, let’s talk about what sort of resolutions and goals the PERMIE KIDs community can strive to accomplish this coming year. How can the community support each individual and in return how can we each do our individual part to support it?
Sunday, February 15, 2015 from 1:00-2:00 pm (EST): I’ll log in as my kids in the K-12 Online Educational Program and show you how it works. I’ll also give you a sneak peek behind the scenes to show you how I customized the learning differently for each of my children. Learn how to integrate hands-on, minds-on experiential education with online learning resources effectively. In this sneak peek you will see how this program can be set up for different learners and tailored to your child’s interests.
Get 1:1 Help with Your Educational Questions
I care about you and I want to help meet you wherever you on this journey as an educator and lend a hand, shoulder, or just a listening ear. Please, don’t hesitate to reach out. Or, ask questions and collaborate with our community through Facebook, Twitter, or our Edge Alliances.
References and Additional Resources
Thanks to Tomasz Stasiuk for the cover photo