So I talked a little before about outlining your own journey to understand where you want to be in the end, to understand what you need to learn. Outside of the four square walls of the oppressive schooling environment, I’m learning to learn in a far more effective and viceral manner. And this is the problem with school; you’re tied to a desk and expected to learn one way and only one that suits the standard format of statistical outcome spreadsheets. Are the children learning or ticking boxes for the sake of the government’s need to prove their ‘achievements’?
The Problem with School
The problem I often see in the schooling system, not that I’m the first to say this, is the compartmentalisation of learning.
Here’s science class. Sit down and learn your science. Here’s geography class. Let’s learn geography here as a completely isolated construct to science.
It makes no sense to me that we would separate these interweaving concepts. It somehow takes out the mystery and magic, the excitement and epiphanines. I’m just spitballing here but I think a lot of it has to do with trying to create a standardised education that’s easy to deliver to children in an organised and easily packaged manner so it looks good in the data. I hear my sister, a primary school teacher, complain about ‘data’ all the time. Data? What data. How can you measure somebody’s capacity to have learned when you apply it in an isolated manner.
I have seen a change though. I see my sister apply cross-curricular thinking to her 6 year olds; trying to develop links between subjects across the board. However it’s insanely difficult to do that when the only stimulus you have is a concrete box in which they sit, an interactive whiteboard, and some crepe paper. You can learn all this theory about the world as much as you want, but as any millenial will tell you, this school system tells you nothing about how to actually be, live, breathe in the world. I was atrociously underprepared for what adulthood would throw at me because I didn’t know how to recognise interconnectivity in the system.
We see a rise of school gardens as a political nod at the envrionmental movement. Here you go, shut up, we’ve given the kids a garden now, what more do you want? What more do I want? I would like you to use it as the multi-faceted tool that it could be utilised as. I would like you to train your teachers into enticing and influencing creativity and pattern recognition in their pupils through this incredible medium that represents basic human needs in its rawest form. I’d like you to encourage children to become self-sustainable so they don’t have to live their lives believing your lies that they’re not good enough or clever enough or brave enough or smart enough to do it themselves and that they need governments to hold our hands in everything they do. This of course is a far bigger paradigm shift…one I firmly believe starts in the garden but it certainly doesn’t end at the tip of a trowel.
Permaculture as a Conduit
Permaculture. Ah. The baffling complexity and simultaneous simplicity of the concept is striking, even overwhelming. Many mistakenly see it as away of doing really good gardening. That’s short-sighted in my humble opinion, as it renounces the incredible capacity for it to demonstrate manners in which we can teach social, economic, and personal development.
Starting this journey, I realise the breadth of everything I need to learn. School teaches us abstract concepts without providing us with applicable scenarios. Kids switch off. Why in God’s name would a 15 year old care about erosion of soils? For serious, it’s not interesting to a teenager, no matter how jazzy your Powerpoint is.
If you want someone to care about something, you have to give them a reason to care; a stake, some ownership, a sense of pride and responsibility.
Wouldn’t it be far more engaging if you said to a 15 year old ‘Here look, by the end of this term, you’ll be making and selling your own hot sauce so you’ll have a bit of money in your pocket, a sense of self identity, a project of which you can be proud, something from which you can demonstrate your responsibilty, and skills which you can take out into the world. However, to get to that stage, there’s a few things you need to know.’ I know I’d be far more willing to hear about soil erosion. Maybe that’s just me.
Let’s picture what permaculture can teach kids. While the many branches of water management, natural building, cottage industry etc are all connected, let’s take the small example of the school garden; what can they learn? How about the chemistry and biology of soil and plants? What about the physics and mathematics of earthworks. How about the nutrition? Pattern recognition? Mapping? Natural geography? Botany. Energy recycling. Waste management. How about all the economics they learn from producing products: profit and loss, distribution, marketing, inventory, problem-solving, planning. How about the community and social skills they learn? The philosophy of whole systems thinking. The documentation teaches photography skills, video skills. Want a child to learn IT? How about learning to use complex 3D design programs, video editing? How about the ability to historically look back at the land and understand previous usage; both people and planet. Climate changes, human geography. Entrepreneurship. Art. Home economics.
Sure kids won’t be interested in it all. But the one thing I have really learned through permaculture is that, yes, while I want to make beautiful natural cherry syrups, I have to learn all the processes that go into getting the cherries first and that journey makes it more worthwhile. It gives me a stronger sense of achievement and appreciation for what I have finally produced. Not only does it give me pride, ownership, and economic reward, it also teaches me value. The sheer work that goes into producing stuff and learning that process myself helps me to value things differently, reducing my consumption. It takes you out of the faceless, irrelevant classroom, and puts you in a place where where your learning becomes relevant to the real world.
I know I’m not the first to say this. I’m not the first to push this point across and I’m probably not the most articulate in doing it. However, it has given me the idea of perhaps producing a few resources aimed at education, for schools, parents, homeschoolers. So we’ll see how that goes. We’ll see if we can stimualte to activate.