EDE Curriculum 2012.pdf - Gaia Education

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Module 3: Leadership & Empowerment Learning Goals � Understanding the differences between repressive power and creative power � Developing the concept of self-empowerment and the empowerment of others � Practice how a group of powerful individuals can work together in organic patterns with shared responsibility � Uncover awareness and change around the issues of rank, power, and privilege � Developing the ability to take leadership roles in groups by integrating new leadership skills Content The status quo of power relationships in our global system today has not led to peace or justice or wealth for most inhabitants of this planet. Human power has come to be associated with cruelty and alienation. However, power in itself is neither good nor bad. We humans are conscious beings, gifted with free will and free choice, and as such, to do away with our power would be to deny our responsibility. Power is here defined as our ability to create, sustain, change and influence people, groups, systems and life. It is our ability to consciously contribute to the process of evolution. To be able to take a positive stance towards self-empowerment, we need to distinguish between two types of power: repressive power, as domination over life; and creative power, as an integral part of the creative life force itself. Repressive Power Repressive Power suppresses the life force in individuals, society and nature. Repressive power has its roots in a worldview based on fear and distrust. There is a set of assumptions prevalent in global culture which makes opting for repressive power seem sensible: � There is not enough for everybody on this planet � The world is made up of separate entities � In the Darwinian struggle for survival, only the strongest will win; therefore, human beings will always act for their own benefit � Being sensible means doing things we do not wish to do � Defences are needed for us to survive in this hostile environment; others will take advantage of any weakness we show However, protecting ourselves against unwanted feedback from our environment on a large scale is making us miss out on vital information. We need to open up in order to become healthy parts of a healthy environment. 41
Creative Power Creative Power implies a gift of our individual wisdom and beauty to enhance the process of life. Creative power is not a property we own, but rather processes that we open up to. Assumptions that benefit the growth of creative power are: � Our planet is, in essence, a place of abundance and plenty if wisely managed � Life is continuously offering us best opportunities for growth � Viable solutions are those that satisfy the needs of all those involved, leading to win-win situations; Win-win solutions are always possible � Viable solutions are necessarily based upon respect for the needs of all beings that live on our planet � Humans have the same basic needs all around the world (food, shelter, meaningful work, love and respect) Regaining our Power The global system generates a feeling of hopelessness and despair in many. Many of us have “given up”, sometimes quite subtly so, on ourselves and our survival as a race on this planet. Mass Media are feeding us with misinformation and a cheap imitation of real life, and we are letting this happen. Yet, if we look at the state of affairs, it seems that the time is more than ripe to wake up and reclaim our personal power and our hope. Receptivity combined with alertness to perceive reality will give us invaluable information on what we need to do. Creative power awakens when we then allow our natural talents to express through us as best we can. Community can play a key role in this process. Feed-back of those around us is vital. Where do others perceive our strengths and weaknesses to lie? Also, Ecovillages offer us ample opportunities for original self-expression in new and unknown areas of life. We feel strongly motivated when we trust that the gift we bring is being seen, appreciated and is generating well-being for all that we love. Grassroots Power There is more than enough responsibility for everyone to take on his or her share. Taking on leadership in any area primarily means taking on much needed work. Once we experience the challenge of leading a group ourselves, we become thankful for the leadership of others. Wild Geese present us with a powerful expression for this idea: always one goose flies up front, to wind-shelter all those behind and show the direction. Then, as soon as the leading goose tires, another takes its place. The lesson: as a group we are stronger. In community, all are invited to take on leadership roles in their natural fields of expertise. In building community, the border between repressive and creative power remains a fine line, and one main cause for dispute. Leadership patterns need to change in tune with the needs of the group and situation as well as the evolving natural authority of its members. It is very important to create trans- 42
Page 1 and 2: Ecovillage Design Education A four-
Page 3 and 4: Foreword A Brief History of Gaia Ed
Page 5 and 6: The EDE was introduced to the world
Page 7 and 8: The time frame of four weeks is a r
Page 9 and 10: Every human being endowed with cons
Page 11 and 12: are linear systems not respecting t
Page 13 and 14: By all indications, according to th
Page 15 and 16: dynamics and complexity theory are
Page 17 and 18: Module 2: Reconnecting with Nature
Page 19 and 20: A quote from David Holmgren, co-ori
Page 21 and 22: around me. I am no longer an isolat
Page 23 and 24: Health is not simply avoiding sickn
Page 25 and 26: Module 5: Socially Engaged Spiritua
Page 27 and 28: Sample Experiential Learning Activi
Page 29 and 30: Macy, Joanna. (1985). Dharma and De
Page 31 and 32: ings first, then benevolent qualiti
Page 33 and 34: Module 1: Building Community & Embr
Page 35 and 36: happening, intertwined with our eve
Page 37 and 38: Module 2: Communication Skills & De
Page 39 and 40: � equalizing participation � en
Page 41: Sample Experiential Learning Activi
Page 45 and 46: Module 4: Art, Ritual, & Social Tra
Page 47 and 48: Resources for this module Music Tai
Page 49 and 50: Living in cross-generational commun
Page 51 and 52: International Networking There is a
Page 53 and 54: Elgin, Duane. (2000). Promise Ahead
Page 55 and 56: THE ECONOMIC DIMENSION Learning Out
Page 57 and 58: Module 1: Shifting the Global Econo
Page 59 and 60: What can we do? What would a more j
Page 61 and 62: Transition visualization In self-fa
Page 63 and 64: � The community farmer who works
Page 65 and 66: Module 3: Local Economies Learning
Page 67 and 68: Sample Experiential Learning Activi
Page 69 and 70: Ecovillages have found two ways of
Page 71 and 72: Thought is required in advance to g
Page 73 and 74: Selected Resources Adams, M., Blume
Page 75 and 76: Robinson, Andy, and Kline, Kim. (20
Page 77 and 78: Local Food and nutrient cycles A sh
Page 79 and 80: � Module 2 - Local Food and Nutri
Page 81 and 82: Design and Budget � Size does mat
Page 83 and 84: Module 2: Local Food and Nutrient C
Page 85 and 86: Module 3: Infrastructure, Water and
Page 87 and 88: Wastewater “Wastewater” is a mi
Page 89 and 90: � Mimic Nature wherever possible
Page 91 and 92: Module 5: Whole Systems Approach to
Page 93 and 94:
Social Aspects of the Design Proces
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Internet Ecological Solutions - con
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Maude and Clarke, Tony. (2004). Tro
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2. The purpose of this pedagogy is
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Adapting the EDE to Local Needs The
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scale spatial organisation. Once th
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will greatly assist the goal of mak
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