Many people believe that Earth is closer to the sun in the summer and that is why it is hotter or, conversely, it is the farthest away in winter and, hence, colder. Even though this seems to make logical sense, it’s incorrect. This cognitive dissonance can be a solution and ignite natural curiosity and wonder that leads to greater love and a sense of responsibility to care for Earth. Read the rest of this entry »
Thanksgiving is Over, Now What?
Thanksgiving is over.
Did you and your children get enough? Give enough? Did you open your home to and give thanks for family, friends, people three degrees removed, or the bounties of Earth because the traditional customs of this holiday often calls us to do so?
Did you and your children fully live with an attitude of gratitude and feel the power, glory and story that Thanksgiving can evoke? What story was that exactly and were you touched by other’s stories? What’s the story that will endure?
Permaculture, infused into not only the learning landscape but our holistic life landscape, calls us to self-regulate to make ethical choices, take action, and live knowing “all is in relation.” To paraphrase Dr. David Blumenkrantz, we are a collection of works of human experience. In this way, we are a library of life connected to the wisdom of our ancestors and a thread into the future.
Our story emerges in relation to our shared covenant that brings our community together. We chose to co-create a shared story through a bond of ethics and thinking tools that help us go beyond scientific observations of the patterns of nature and connect us with the ancient wisdom and sacredness of all.
We are drowning in information that tells us how to do “enough”
to prove to others that we have enough,
but we are starving for the wisdom to find peace in the fact that
we are already enough.
“We are starving for wisdom.” Why is that? Perhaps what we choose to feed might be worth exploring. There is a Middle Eastern Islamic folk tale that illustrates this point more clearly. It goes like this:
Mullah Nasruddin had been working in the fields all day long. He was tired and sweaty and his clothes and shoes were covered with mud and stains. Because he had been fasting all day long, for Ramadan, he was also quite hungry.
The wealthiest man in town had invited everyone to come break their fasts in his home that evening with a huge feast. Nasruddin knew that he would be late if he went home to change his clothes before heading into town. He decided it was better to arrive in dirty clothes than to be late.
When Nasruddin arrived, the wealthy man opened the door and looked Nasruddin up and down scornfully. Without a word of welcome, he gestured for Nasruddin to come in and walked abruptly away. Nasruddin joined the throngs of people, who were all dressed in their finest clothing and the tables were laden with all sorts of delicious foods.
Despite his efforts to hurry, the seats were all taken and nobody tried to move over or make a space for Nasruddin. Nobody offered him food. Nobody spoke to him. It was as if he wasn’t even there. The other guests ignored him so completely that Nasruddin could not enjoy the food on his plate, no matter how finely prepared and how tasty it was. In fact, after only a few bites, Nasruddin was so uncomfortable that he decided to leave.
He hurried home and changed into his finest clothing, including a beautiful coat. Nasruddin returned and this time the host welcomed him with a huge smile. As Nasruddin entered, people waved and called to him from all corners of the room as they invited him to sit near them and offered him food.
Nasruddin sat down quietly. Picking up a plump fig, he carefully placed it into a coat pocket, saying, “Eat, coat, eat.” Next he took a handful of nuts and put them into the pocket, saying, “Eat, coat, eat.” Now he began to feed his coat in earnest, grabbing all sorts of foods.
One by one the guests became silent as they watched this strange behavior. Soon everyone in the room was quietly staring at Nasruddin, wondering what he was doing. The host hurried over. “Nasruddin, whatever are you doing? Why are you feeding your coat in this manner?”
“Well,” replied Nasruddin, “when I first came to this feast in my old farming clothes, I was not welcome. No one would speak with me. But when I changed into this coat, suddenly I was greeted warmly. So I realized it was not me that was welcome at this party, but my clothing. And so I am feeding my coat.”
What exactly are we “feeding” in our lives, our communities, especially at this time of year when the power, glory and story of what it means to be enough, have enough, do enough, and live enough is waiting to confront us at every turn? It can feel unescapable and in our society where connecting with and honoring the “me” may not be balanced with our responsibilities and the awesome possibilities of the “we.”
What might be possible if the story we were telling ourselves and our children is:
I am enough and you are enough and together we are more than enough.
Together we can change the story and transform the future.
What might embracing an enduring attitude of gratitude as part of a greater “we” look like? Here are three ideas that can positively impact our local communities directly:
Setting a Place at the Table
Giving to homeless shelters, food banks or soup kitchens is a wonderful way to support those in need, but for many (and especially kids) this becomes a faceless activity that doesn’t hold personal, emotional meaning. Instead, consider how you can hold a place open at your table for someone in need each and every meal.
How can you do this? Literally, set a place at your table for that “someone.” Physically creating space brings it to the forefront of our thinking each and every time we sit down to eat. Instead of plating up food, place a jar with a coin slit on the place. Each time you sit down to eat add money into the box in support of feeding just one more person.
At the end of December (or better yet January when the goodwill and giving has often tapered off) add up all that you have put into the box and find a person (or more than one) in your community to hand it to directly. Maybe you find people through your local shelter or soup kitchen or perhaps you find and thank someone like a waitress who you see working especially hard, a musician sharing her gift to make that corner of the street just a bit more beautiful or you invite a person who is asking for food to join you at the café nearby for a meal.
After personally placing some money to help in the hands of others, kids may enjoy making drawings of the people and pasting them on the jar. Continue and do this again next month.
How many of us have seen someone asking for money, food, bus fare or whatever? How many of us even look at the person in the eye and greet them kindly, regardless of whether we have money to give? How can you not just give in kindness or share a dollar if you happen to have one on you, but instead be prepared to give and be awaiting the call? Keep a couple bags in the car with food, water, and warm socks and money for bus fare to give when you find someone who needs help. This is a true story that a friend shared:
Today I met a woman in the parking lot of Trader Joe’s. I was sitting in my car answering a text and she was walking between the cars. She walked up to mine and I rolled down my window. She needed money for food and a ride to a nearby town. I couldn’t give her a ride because I needed to get home to my two kids who were home sick, but I could listen to her, empathize and give her one of the bags we keep in the car with food, water, and warm socks and money for bus fare. When I got out if my car to talk to her she smiled and thanked me. “Most people just ignore me and walk away,” she said. “Another lady ordered me an Uber and when the driver arrived and saw me, he drove away.” When I got the bag out of my trunk and gave her money, she burst into tears and I gave her a hug. All it takes is kindness and knowing that we are all struggling and we can do this if we all help a little.
Cultivate Community Supported Education (CSE)
The idea of joining a local Community Supported Agriculture (CSA) to support our local farmers is well accepted. Why not do the same for education by cultivating Community Supported Education (CSE)? Together we can!
PERMIE KIDs is an educational resource network that inspires, supports and shares the collective wisdom of nature and community-oriented families, educators, artists and designers. Our story is one that is about community-oriented experiential education by design. The underlying ethics and values of our story are designed to help not only our family and local community, but our worldwide community remember and use what is already present in our lives and connect with the wisdom and work of others to create resilient and regenerative “learning landscapes” that help children design beautiful relationships with themselves, others and Nature.
Although PERMIE KIDs is an online space where educators, artists, musicians and more can come together and share their wisdom, this idea can also be done at a micro-level in your own local communities. Sharing and exchanging educational ideas and resources with others is not a new idea, but in a world where “me” often outweighs the “we” it takes a community organizer who can re-ignite interest and opportunities to do so. What might be possible if you were to embrace the role of community organizer and design a Community Supported Education (CSE) in your place?
What might you and your children have to share with this world that can nourish life? An attitude of gratitude nourishes life. Opportunities to embrace this are all around if we open our minds, hands and hearts.
ABOUT THE AUTHOR
Jen is a wife, mother of two joyous children, experiential education mentor, and founder of PERMIE KIDs. She has a M. Ed. in International Education and has worked with children in the U.S. and overseas from early childhood through the primary years, as well as parent-educators. She integrates an ethical, design science methodology with her love for education to help others learn to design a customized education with their children that honors themselves, others, and the earth.
Maps and Paths
Cool, crisp wind tickles our faces and delights our nose with the scents that remind me of fond childhood memories. Our bare feet relish the cool, soft dirt path that follows the stream. We walk along silently as we carefully step over the few fallen leaves that dot the path. Birds sing a different song now as they are busy preparing for what is to come and we hear the scrambling feet of small creatures foraging for food and climbing up tree trunks for safety as we approach. A few of the leaves on the underside of the poplars are starting to turn, the first of the new season (though not the first sign for those who have been observing with all our senses).
This is home.
What story do children come to know about home? We are story-making, storytelling and story-craving creatures. Stories, at least those that are remembered, are not for the mundane. The stories we continue to believe and tell is our living tradition of our time and place. It is our mythology. Mythology from our ancestors that trill the listener still today is anything but mundane. Read the rest of this entry »
7-Day Outdoors Family Challenge
Want to get outside more, connect with your kids and enjoy some old-fashioned family time? Join in a fun 7-Day Outdoors Family Challenge that was created by Shannon Brescher Shea from We’ll Eat You Up We Love You So in support of the Children and Nature Network’s Vitamin N Challenge to encourage kids to get outside more. This is a 7-day nature challenge is intended to help families spend just a bit more time joyfully in nature and their community. Each challenge provides a simple challenge that can get you and your children (of any age) outside – observing and interacting more intentionally with self, family, community and Nature. Read the rest of this entry »
What might be possible if children were initiated into a learning landscape in which the edges between the natural world and themselves were blurred or even non-existent? What might be possible if “becoming nature” through the body, mind and spirit of our animal allies were held as a central design component in our children’s education from the earliest years on?
Education is indeed our greatest resource, but it is not facts and figures that hold the power of change, regeneration and even transformation for humans and Earth. It is in the stories heard and experienced through the mindbody, heart and spirit that hold the richest transformative educational power.
“We spend too much time creating the world through our mind
rather than living through our hearts in the physical world.”
– Dr. David Blumenkrantz, Coming of Age the Rite Way
July 11, 2016 at 12:00 pm (Community Based Education, Jen Mendez)
Tags: Creative Free Play, Fantasy, Fantasy Play, Imagination, Permaculture, place-based education, Storytelling, Sustainable Education
Summer Creativity Challenge
Each year my family and I do a Summer Creativity Challenge. The goal of this playful challenge is to celebrate creativity, inquisitiveness and innovation. We explore local natural resources, as well as dig through our recycling bin and challenge ourselves to design and build anything that can be imagined. Yes, it can be that simple, but we try to take it further by inviting family, friends and neighbors over to build, play, laugh, learn and strengthen community throughout the summer and beyond.
Where did the idea for our Summer Creativity Challenge come from? It was inspired and grew out of something we learned about three years ago called the Cardboard Challenge. The Cardboard Challenge was inspired by a 9-year-old boy named Caine who designed an entire cardboard arcade business. Now playful building with recyclable materials (aka Cardboard Challenge) is an annual, global event presented by Imagination Foundation. However, by extending the time we dedicate to the challenge we are able to slow down, integrate more of the natural resources in abundance in our area and cultivate on-going community connections.
In September the Imagination Foundation encourages kids of all ages, all over the world to design and build anything they can dream up using cardboard, recycled materials and imagination. Then the designers (aka the children) who worked all September invite others from their community to get together on a specified date in October to share, play and celebrate creativity knowing that other children in other communities all over the world are celebrating in play that same day. Read the rest of this entry »
Adventurous, Fantastical Possibilities
Welcoming adventure into the learning landscape means we need to be willing to say, “I don’t know what is going to happen” when we first begin. This is a significant change of consciousness from one in which educators take the lead, identify the objectives and craft lessons to get children to the desired end goal. Sometimes it is useful to step off the beaten path and even the road less followed in order to get lost in the forest for a while. As Helen Keller said, “Life is either a daring adventure or nothing at all.”
Learning and life is enriched when we periodically go on an adventure. Real adventure ignites a thirst for exploration and stimulates curiosity that can drive learning much deeper because the direction and the end goal is co-created in conjunction with the learner and the emerging elements in the environment. Questions provoke real communication and a deepening of relations. Adventure, one of the seven childhood and nature design principles for educators created by David Sobel, can help us take steps to leading a more ethically-aligned life. Read the rest of this entry »
For a long time psychologists, educators and parents alike have assumed that imaginative play was most useful for learning when set in as realistic a situation as possible. However, is “real” always better than “imaginative” when it comes to the learning landscape?
Many have a fear that learning about, or at the very least not clearly distinguishing between, fantasy and reality can lead to misunderstandings and misconceptions. This assumption underestimates the importance and value of the childhood and nature design principle of “Imagination and Fantasy” as termed by David Sobel, director of Teacher Certification Programs in the Department of Education and director of the Center for Place-based Education at Antioch University New England. Read the rest of this entry »
Use Creativity and Adapt to Change
We are in the midst of change as spring has sprung. Many people are adapting to this change in the natural landscape by spending more time outside, watching the bees emerge to begin pollinating trees and plants, or perhaps planning or even beginning to plant spring crops. Experienced gardeners often reflect over last spring’s results in order to creatively adjust their plans for this year.
Shouldn’t we do something similar in the learning landscape or even in our personal and social landscapes? With this in mind, how can we use the framework of permaculture, a whole systems thinking framework, to work with our children to consciously and creatively make regenerative learning landscapes that reflect the inherent balance, stability and harmony of nature? How can we use this to help us work with our children to use creativity and adapt to change? Read the rest of this entry »
Learning Landscapes: Use the Edges and Value the Marginal
Do you and your children use the edges and value the marginal in the learning landscape?
Say what? Most people want to pull children away from the “edges” and I’m suggesting we hangout, play in and even elongate the edges in our and our children’s learning landscapes? Yes, I am!
An edge is simply where two or more things meet. Just as a natural landscape, the learning landscape has many edges. In the learning landscape an edge could be child and mentor, child and information, new thinking and opportunity to act, new challenges and frustration, experiences and reflection and so much more. This interface, like where a grass field meets the forest, is potentially the most interesting, productive, diverse and valuable part of a natural system. Take a look at this picture of a turtle… Read the rest of this entry »
Use and Value Diversity in the Learning Landscape
Diversity is at the core of life. Human diversity is also key to creativity, resilience and a vibrant, healthy human society. Each person, each child, is an individual with intrinsic worth and it is essential that we use and value the diversity within and between learners, among other people, and in our environment. However, bringing diversity into children’s learning landscapes and lives is often misunderstood.
In our interconnected global world educators, families, and communities are being pushed to use and value diversity. Interestingly, this is one of the thinking tools of permaculture – “Use and Value Diversity.” In the desire to serve the honorable goals of equity, tolerance and understanding, we (and our children) are often led to believe that diversity in and of itself is a desired outcome or state of being.
Diversity without regard to the natural relationships and connections between elements in our human and natural systems does not itself lead to the positive results that many imagine. When we try to change the “story” without understanding that all is in relation we can inadvertently create confusion or worse chaos. Read the rest of this entry »
Year of Small and Slow
A new year, a new opportunity to reflect and renew our beliefs, values and intentions. Many people create resolutions each year and then we hit the ground running trying to create big and important changes in our lives. There are of course big milestones worthy of marking and celebrating (like last month when Hilltown Families quietly turned 10 years old!), but in many cases with the new year we “go big” and then we end up returning to our less-than-ideal habitual routines.
What is the story that our children take away when they see this and what are a few “small and slow” resolutions we may want to consider that can help us reframe what it means to learn, educate and be educated in regenerative and sustainable ways? Read the rest of this entry »
Integrating “Permie” into the Holidays
As all good stories should, it is important to start at the beginning.
Once Upon A Time…
Like many, I was brought up in a system fragmented and fractured in its relationship with the world and itself. I grew as a fragmented and fractured reflection…naturally. I still struggle to honor my authentic self, become aware of dysfunctional patterns and integrate myself into community and community into me. My family and I have come to permaculture as a way of regenerating our human “being-ness,” as well as that of our Mother Earth and all of the communities which reside within her.
Permaculture is a fundamental component of our journey back to wholeness, away from the segregated “me” and into the “we.” Permaculture is a flexible and adaptable holistic design approach based on natural laws that allows us to examine and refine our relationships with a whole ecosystem, including ourselves. Utilizing whole system ethics and thinking as a guide, we implement design strategies that integrate and harmonize with the whole system.
This holiday season, I invite us and our children to think about how we can honor ourselves, others and Earth by learning about one of the permaculture thinking tools – “Integrate rather than Segregate.” We can more fully honor our authentic selves, our relationships with others and our role and responsibility as part of the “we” by more honestly integrating our values into our lives. For me and my family, this includes the ethics and values of permaculture. Read the rest of this entry »
Using Patterns to Design the “Story” of Education
There are patterns all around us, from the large-scale patterns of our universe to nano-scale of atoms, and in everything we learn. This includes patterns in nature, to patterns in a poem, to patterns in how communities form and interact. There are patterns in time, social structures, landscapes, and conceptual systems of all sorts.
Authors of stories use patterns much like a seamstress uses a pattern to make a finely tailored dress. Almost subconsciously, it is often the pattern of a story that we connect with although we are likely to more often take note of and recall the details.
If there is no recognizable pattern, the reader frequently loses interest and the story becomes nothing more than a factual list of bullet points. A list of details, no matter how many adjectives are added or how useful they may be for tasks like baking the perfect pumpkin pie, are not the foundation on which to build an intriguing story. Read the rest of this entry »
Inspiring Your Little Johnny Appleseed: Produce No Waste
With passing of the recent equinox we are entering into the cooler weather of autumn in the northern hemisphere – a time for many that is fondly thought of as apple picking season. What are some natural, play-based experiential education ideas for our young Johnny Appleseeds that can take the joy of going apple picking to a whole (systems thinking) new level?
Permaculture is a whole systems design methodology that works with nature that my family and I use to help us navigate our learning landscapes. The idea of working with nature values and honors the nature of our children as well as that of the natural world in which we are a part of. To do this, we will explore the sixth of twelve whole systems thinking tools – “Produce No Waste.”
Read the rest of this entry »
September 14, 2015 at 12:00 pm (Community Based Education, Jen Mendez, Video)
Tags: Cardboard Challenge, Community Based Education, Creative Free Play, Natural Resources, Permaculture, Sustainable Education, Value Resources
From Natural Resources to Natural Relationships: Use and Value Resources
What is a resource and how do we learn to use and value resources? There are a variety of resources in our lives, many most of us probably take for granted. It is not only about using renewable resources, but rather making responsible choices about all resources.
Learning if or how we recognize, value and chose to use resources is a choice we all make. If we don’t think about this and help our children actively use their knowledge and understanding of resources to make a conscious ethical choice, but instead just consume without thought, then we have in fact made a choice. The permaculture thinking tool Use and Value Resources is intended to get our children thinking about how to, perhaps in a different way, view the world around them and all the resources that exist. Read the rest of this entry »
Critical for Learning and Life: Self-Regulation
Education is our greatest potential resource.
Before jumping into action and using our greatest potential resource, we need to rush to reflection in order to ensure that we and our children can “succeed.” We can easily and quickly acquire the academic and scientific “know how,” but it is the traditional wisdom for “knowing how” that can help our children, families, and communities ethically and sustainably cultivate the knowledge, skills, attitudes, and values that will allow us to “succeed” in transforming the future.
In rushing to reflection, there are just three questions to ask ourselves that can initiate a change of consciousness about what it means to learn, educate, be educated and succeed:
- What is the story that our children are hearing about what it means to learn, educate, be educated and succeed?
- Who is an essential part of this story?
- For what purpose are children learning?
Education must be more than passive acquisition of knowledge and on-demand regurgitation of facts or performance of skills. Education is more than an independent pursuit for individual academic achievement. The deeper value and purpose of education is to nourish life and, as an educational mentor, my role is to help ignite and sustain children’s natural curiosity and thirst for learning and holistic development.
Education is often seen as the path for self-improvement, but what if education was more than an individual enrichment activity? What is possible if children’s learning journey climaxed not when a test was taken and passed, but when their new knowledge, skills, attitudes, and personal niches of brilliance were used to enrich their community? And what if community recognized our children’s developing competencies and readiness to be active members in our community as an integrated part of the educational system? Read the rest of this entry »
Critical Life Skills: You Can’t Work on an Empty Stomach
Cucumbers and peppers, and tomatoes, oh my! Although these are not quite as daunting as lions and tigers, and bears (oh my), Dorothy from the Wizard of Oz faced a situation many of us who garden face each year. Should we feel the thrill of coming face to face with yields like cucumbers, peppers, and tomatoes or the fear? Obtaining a yield is such a simple concept and yet can be a bit overwhelming at times, especially if we don’t know how to handle the yields that we all have in our lives.
This year my family incorporated several smaller “no-till” garden plots into our landscape design and are obtaining quite an additional yield ourselves. The first one is along the front of the house where we added a no-till kitchen garden area to include an herb spiral feature. We made two circular no-till garden plots in the back yard and let the kids plant “pizza gardens.” In addition, we added two vertical living playhouse structures and two additional circular no-till garden beds in the front yard planted with the Three Sisters – corn, squash and beans (or in one case mammoth sunflowers, squash and beans). We are looking at obtaining quite a yield this year, but the food that will result is just one of those yields we hope to acquire.
These new garden plots are an example of how my family integrates the values, principles, and framework of a design science called permaculture into how we ethically value, design and live in our physical landscape. However, we also integrate this way of thinking into our learning landscapes as well. Instead of thinking exclusively about natural resources, this framework helps us and our children learn how to value and use natural relationships. Once children start to see how they are connected with, and have a responsibility to others and the earth, they begin to leverage patterns in all areas of learning and life. Learning the skill of ethically and sustainably “obtaining a yield” is one way to help children design and enrich natural relationships – with self, others, and the earth – and nourish life. Read the rest of this entry »
Thinking Tools: Make Hay While the Sun Shines
How can the energy that is abundant in everyday experiences, curiosity, and natural relationships in your child’s learning landscape be used and valued more efficiently? How can it help them nourish life and care for themselves, others, and the earth? (What about for yourself? How are you catching and storing the energy needed to nourish life of yourself, your family, and community?)
In the very first Learning Landscapes article, I wrote about how I would share more about myself and my personal journey from a more traditional educator to parent-educator who uses experiential education by design. I also want to share details of how my family integrates the values, principles, and framework of a design science called permaculture that is often applied to how we ethically design and live in our physical landscape into our learning landscapes as well.
Instead of thinking exclusively about natural resources, this framework helps us and our children learn how to value and use natural relationships. And, what is energy if not a relationship, the strength and vitality in connection with the people, things, and world around us? Once children start to see how they are connected with, and have a responsibility to, others and the earth they begin to leverage patterns in all areas of learning and life. Learning the skill of catching and storing energy is one way to enrich our natural relationships and nourish life. Read the rest of this entry »
Thinking Tools for Community Experiential Education by Design
Warning: You are moving into another dimension – a dimension of place, a dimension of time, and a dimension of space. You’re moving into a landscape of both science and art, of things and ideas. The story you are about to read is true. You’re now crossing over into the Learning Landscapes zone…
Setting: Dad is quietly folding laundry, Antonio (4-years-old) is playing games by himself in the living room, and Lucia (2.5-years-old) is playing with her toy doll and another stuffed animal on the floor in the master bedroom near dad. Read the rest of this entry »
Foundation of a Learning Landscape
Ready for a thought-provoking science question? What is the largest, most diverse, and most complex life system (that we know of) in the universe?
When thinking about growing plants in our landscapes, we often think about the need for food, water, energy, and maybe protection from harsh elements or scavengers. However, did you realize you don’t actually “feed” plants organically? You feed the soil and the microorganisms feed the plants. There is a natural symbiotic relationship between the complex life system that comprises healthy soil and all the other elements thriving in that ecosystem. Read the rest of this entry »
Everyone Should Get Lost in the Forest
Warning: You are moving into another dimension – a dimension of place, a dimension of time, and a dimension of space. You’re moving into a landscape of both science and art, of things and ideas. The story you are about to read is true. You’re now crossing over into the the Learning Landscapes zone…
“Oh no, Mama, we lost the hiking path. I’m too tired to walk alllllll the way back the way we came. How can we get back to our car?”
“Hmm, I don’t know. How can we use what we know about ourselves, hiking and navigation, and what we know about this landscape to get where we want to go?”
Silence… then my son notices the sun setting. Since we parked in the west lot, we should follow the sun. A train whistle cracks the silence. Ah ha! The west lot is near the train station, confirming we need to head that way. But there is no path, so maybe we should head to the edge of the woods. There might be a better way to get back. My two children are using their observational and critical thinking skills to find a solution to this problem.
Now, let me just say that this mother wasn’t lost. Our interests and passions led us to depart from the well-marked walking path to instead forge our own for the day. I stood back while my children’s natural curiosity lead us deeper and deeper into the forest. The journey into the woods started with their questions and natural exploration, so why not let that be our guide to creating our path out? Read the rest of this entry »