Overview

Tthe online TALC is designed to provide a broad outline of the core threads that are required to weave a flexible fabric of purposeful, ecosocially-oriented, life-long learning pathways that are generally not available elsewhere. The material is drawn from the many members of the Gaia University community, has been thoroughly tested in live situations and now makes its debut online. The TALC is an access course, required for all other Diploma and Degree programs with Gaia U.

I undertook the TALC as part of the Cycle 2012. It has been a powerful course and these pages document some of the highlights of my learning journey in processing the course material and the re-stimulation I have experienced in response. Please note these pages are a work in progress and an example of a 'get it done and then get it right' process.

Details

1. Managing Time, Managing Promises

Key themes:

  • Self-management for navigating chaos/transition of civilisation to social justice, ecological restoration & community
  • Re-stimulation around common oppressions related to managing time & promises
  • Finding balance while still pushing edges
  • Learning new tools & attitudes for managing time & promises (& unlearning distress patterns)
  • Introduction to re-stimulation & contradictions
  • Utilising flexibility, support & liberating structures

 
Notes from call:

  • Distress patterns interfere with our capacity
  • Ethan Rolan 'so much time, so little to do'
  • Function of capitalism - managing other people's time

Readings:

Key tools:

  • Getting things done
  • Loadings
  • Important/Urgent (Eisenhower Matrix)
  • Wheel of life
  • Now, sooner, later
  • Stacking
  • Managing Action Practice
  • Review cycle
  • Buddy working & guilds
  • Attitudes:
  • Get it done then get it good
  • Rapid prototyping
  • Intensity then pauses
  • Experimenting with approaches

Went well:

  • Recovering from burnout quickly & with resilience vs never burning out/pushing myself
  • Complementary tutorial with Jennifer RE managing action practice
        - competency, capacity, commitment care
        - staying in integrity
        - cathedrals > walls > bricks
        - give the 'heads up' if a promise is unlikely to be fulfilled for when promised (less distress)

Was challenging/ Personal patterns/Re-stimulation:

  • Designing in timelessness into my life & following through
  • Distress around time scarcity
  • Unlearning culturally enforced time
  • Concepts of 'wasted time' and productivity
  • Need for timelessness
  • A lot of re-stimulation around prison during this TALC element
  • Natural time/cycles

Integrating this learning into my pathway:

  • Maximise time on what I love
  • Minimise time on 'maintenance/must-dos' e.g. emails
  • Maximise my potential to work not only on projects I believe in but to actually be effective in my work/ time usage
  • Maximise time for the whole life design cycle - that is reflection & also rest & self care
  • Minimise time in 'civilised time' e.g. computers & maximise time rewilding - that is time living on the land, getting to know plants, gardening, living by natural time e.g. moon cycles, seasons


Details

2. Learning & Unlearning - Tools for Transformation

Key themes:

  • Pedagogies congruent with permaculture
  • Iterative reading & thinking around new material
  • Introduction to various learning models e.g. action learning, experiential learning (see tools below)
  • Utilising questions when reflecting on doing
  • Larger introduction to re-evaluative con selling and the matrix
  • The role of unlearning the patrix in our work

Notes from call:

  • Manasi's acknowledgment of critical 'feeling' not just critical thinking
  • We live in a distressed culture with so much to un;elearn
  • Relationship to critical thinking tools - (for myself) only when theory's had a purpose/practical application did they come alive

 

Readings:

  • Wikipedia overview of action learning
  • Summary of Kolb's styles
  • Critique of Kolb's styles here
  • Informal Education website  
  • Ledwith, Margaret (2007) 'Reclaiming the radical agenda: a critical approach to community development', Concept Vol.17, No.2, 2007, pp8-12.

Went well:

  • Hearing "If you only have a hammer every problem becomes a nail"
  • Enjoyed the call
  • Was challenging/Personal patterns/re-stimulation
  • Processing all the material
  • Reflections on formal education & being forced to 'sit' & consume information vs creating it
  • Restimulation around learning styles

Key tools:

  • Visual, Auditory or Kinaesthetic (challenged)
  • Action Learning
  • Experiential learning
  • Kolb's styles
  • Theory U
  • Permaculture ethics
  • Concrete Experience
  • Reflective observation
  • Abstract conceptualisation
  • Active experimentation
  • Transformative learning

Integrating this learning into my pathway:

Need to dive deeper into the material in order to design my masters to fully push my learning edges as well as create an effective system for learning

Glossary:

  • Pedagogy - the methods and practices of learning and teaching
  • Transformative learning -  the process by which we call into question our taken for granted frames of reference (habits of mind or mindsets) to make them more inclusive, discriminating, open, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Transformative learning often involves deep, powerful emotions or beliefs and is evidenced in action

Details