This is rooted in a desire to increase the nourishment of our educational systems: offering students educations that are both deep in theory and real world applications. Revisiting Mabogunje et al., they note that, in the United States, “a typical educational cycle” follows a path where “students learn and then go to work.” Critically, they offer the question “What if we invite students to join a work environment in the community where skilled professionals mix with and teach them? This process is what we are calling regenerative learning.” To re-center this question to reflect my project’s proposition: “What if we base curricula to be more reflective of biological processes- where the students can engage with haptically and philosophically the inner workings of their environment?
In the case of this project, I propose a sound-art class where students are tasked with creating a sound installation in groups utilizing only recycled and repurposed materials. However, there is a twist– these materials will then be passed down for next year’s students to complete the same task (engaging with it under the guidance of their own creativity). This would be repeated from year to year, passing down and inheriting art and materials to challenge students to impart their own creativity upon it. This concept aims to achieve two things: impart a “culture of care” within students for themselves, their classmates (and the next year of classmates), and for materials in a broader sense. “Caring” for materials, others, the environment, is an oft-overlooked and outright in opposition to the ‘norm’ in a late-stage capitalist society. The notion of “planned-obsolescence” suggests that, because products are built to expire or become obsolete, there is a culture of apathy at play. A mindset-shift needs to occur here. The ramifications of simply caring about materials, neighbors, etc. could be world changing– both ecologically and socially. Although its shift is being initiated in the micro within this project, the capillary wave it could create can still be significantly impactful. Secondly, this concept aims to influence students' awareness of biological processes (in this example, a mycelium-esque process of waste being repurposed) in both the haptic and theoretical sense. This is not dissimilar to what Nonaka and Takeuchi write of as a fundamental characteristic of Japanese thought; “‘oneness of humanity and nature.’ .” If students are put within a scenario which connects them on the level with biological processes they are more likely to bridge any perceptual gap between their human-ness and the environment. This too is engaging a powerful mindset shift: from the perspective that humans are separate from nature to an appreciation and deep understanding of the entwinement between the two. In essence, the hope here is that engagement with these processes will lead to sensitivity and deeper thought with their environment.
Current Experiments / Next Steps —
The making of theoretical 5 Year Simulations of Classes utilizing regenerative and or biomimetic processes.
Test and trial with a class, followed by research and reflections from that experimentation.
Nutrient Exchange and Research—
/ “The result of this form of globalization is that everyday products we now buy are produced in ways that hugely damage the environment and the social fabric. How do we live knowing we are necessarily implicated in at least some of the damage? How do we square this with our ordinary sense of decency, our deep-seated need to be moral caring human beings and our awareness of depending on a healthy Mother Earth for our survival, both literal and spiritual? …
…In such a situation the culture of uncare performs an ideological function. This is to insulate us from experiencing too much anxiety and more disquiet. It provides us with justifications for what we know deep down is an inherently damaging way of living. These justifications are our cover stories, and usually not thought about at a particularly conscious level. They are designed to screen out awareness of troublesome feelings of anxiety, guilt and shame.”
Sally Weintrobe,“Culture of Uncare or Pandemic of Inhumanity”
/ “’Nature as model’: Human problems are solved by imitating the shapes, methods, structures and techniques of a natural model. • “Nature as measure”: ecological criteria are used to determine the sustainability of innovations. • “Nature as mentor”: teaches important lessons.”
O. E. Ogunmakinde et al – Description of three manifestations in biomimicry processes – could be beneficial in thinking about educational reform inspired by this circular process.
/ “In the typical education cycle, students learn and then go to work. What if we invite students to join a work environment in the community where skilled professionals mix with and teach them? This process is what we are calling regenerative learning.”
‘‘Institutions are the rules that coordinate social behavior. Just as tribes are based on the deep-seated human instinct of looking out for one’s family and relatives, states depend on the human propensity to create and follow social rules.’’---this is critical!!! If we believe that our education institutions “coordinate” social behavior, then what might a regenerative education system accomplish?
Ideation History —
Drawing from the what if our buildings fed us questions– what might an internal shift within our buildings occurred on the mindset level of care. Specifically in education– what if our buildings metaphorically nourished our students in a deeper sense? What might the ramifications be on how we choose to educate our In Will Guidara’s “Unreasonable Hospitality” he notes that in hospitality (a mindset which can permeate across disciplines and is not exclusive to food service,etc). “We have an opportunity– a responsibility– to make magic in a world that desperately needs more of it.” While this sentiment may seem overly optimistic– there is truth to the idea that humans gain emotional benefits when they feel cared for. Models of corporate structure based around the concept of “discretionary effort” are ontologically rooted in this idea. If one feels that they are being cared for and valued in their workplace- they are more likely to put in the extra effort that they might otherwise not feel inclined to do so. If we think of how our buildings nourish us– educationally– in a regenerative manner: what might a 5 year plan look like for one class (one artistic, one practical)?
Sound Art Regenerative Class Project 5 Year Simulation Plan
Year 1: Materials are obtained from donations, salvage yards, nonfunctional school materials.
What does nourishment equate to in education? * This could be a point of in depth research/ exploration.
Nourishment Definitions
1.provide with the food or other substances necessary for growth, health, and good condition
2. enhance the fertility of (soil).
3.keep (a feeling or belief) in one's mind, typically for a long time.-- This is intriguing in regards to education and regenerative processes as a fundamental principle in education. If a habit of reuse and care is set within an educational setting– can this mindset change lead to a lasting educational intrapersonal nourishment?
In a speculative manner– nourishment in education for the individual is to attend and supply the students with an education which fulfills and enriches their existence as a human being. Nourishment in education for communities– fosters a sense of hospitality that connects each individual within an environment. On this
If curriculum takes into account reusing materials as a fundamental aspect of educating. In early years might there be scar tissue of previous habits and wear and tear on materials get passed down? What would this teach the next inheritors ?
I am a composer, sound artist, and improviser. At the essence of my practice is an integral relationship with the act of listening. Inspired by the writings and sounds of Eliane Radigue, Pauline Oliveros, and Felix Hess, I view Listening as an critical opportunity to attune oneself within an environment. This is explored in my compositions through gradual changes in tone, color, and mood over long periods of time– with the aim of heightening a sense of acuity for the listener. As an improviser, I use found and recycled materials, such as plastic bags and dead batteries, out of a desire to reclaim these harmful materials and investigate their hidden sonic properties.
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“This project engages in how a mindset change within the foundations of curriculum and program design can influence and impart a sustainable and regenerative lifestyle for students. As an aspiring educator, this is particularly important to me because of my desire to impart a culture of care and earnest hospitality through my artistic practice and hopefully in my future teaching career. Due to its size and diversity of inhabitants, Los Angeles County provides an excellent opportunity to think deeply in both the macro and micro with regards to climate action. In the case of this particular project, Los Angeles County’s vast array of backgrounds for students in the education system would serve as the perfect setting for imparting a new bio-mimetic curricula. This curricula would serve to level the playing field for students of all economic backgrounds and put an emphasis on experiential and haptic learning through regenerative practices.” - AR