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Commenced:
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01/03/2007 |
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Submitted:
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11/07/2011 |
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Last updated:
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07/10/2015 |
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Location:
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Gaertnerstrasse 6, Berlin, Berlin, DE |
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Website:
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www.art-ecology-education.org |
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Climate zone:
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Cool Temperate |
-Input and Impulses for life-sustaining cultures- We establish connections between art, ecology and knowledge transfer to inspire new ideas and pathways, and provide interdisciplinary access to knowledge that enables people to create a healthy and life-sustaining future.
Statement
What would our human endeavors look like if we learned a new way of being in the world?
Art, Ecology & Education contributes to the growth of the
ethical-ecological consciousness in our society and supports the
paradigm shift towards an integrated/systemic understanding of the world
and a more ‘Earth-centered’ approach to living.
We believe that such a development is crucial on our path towards building sustainable communities.
Our approach is based on inspiration through artistic expression, on the
communication, development and sharing of knowledge that already
exists, international/intercultural exchange, as well as a learning
process that carefully integrates intuition, sensory awareness, feeling
and rational thinking, in order to help us develop a sense of the
interconnectivity and interdependence of all organic and inorganic
existence, and a profound sense of the intrinsic value of all life.
Objectives
_to live life consciously
_to empower individuals to make creative use of their potential and
resources, to inspire and strengthen their relationship with the natural
world, and enable them to make ‚Earth-oriented’ decisions on an every
day basis.
_to facilitate meetings, exchange and creation in the fields of music, dance and self sufficiency skills
_to bring together old/traditional wisdom and new visions to be part of the movement that will create new natural cultures
_thus: to facilitate experiences/processes that have the potential to
transform the consciousness and build up/strengthen the ability to
create and live in lively and living communities
What is 'Art, Ecology & Education'?
The answer to this very much depends on the context you are in.
For people in the academic art world it maybe called a 'socio-ecological
sculpture' (after Beuys...), for people of the organizational world it
would be a provider of information and experiences to facilitate ease in
systems. People from the social entrepreneur context might call it a
NGO committed to social change, environmentalists would probably include
the environmental aspects, and for permaculturists and people
interested in sustainable living it could be described as a creative,
holistic and interdisciplinary information-system for the communication
of ethic-ecological issues.
All that is fine. - And of course there are more labels and
descriptions. (Sustainability educator, filmmaker, photographer, dancer,
artist...)
Without ruling out any of the above, Art, Ecology & Education is in its essence an individual undertaking to integrate and implement the idea of life as a creative process.
Note: The various badges displayed in people profiles are largely honesty-based self-proclamations by the individuals themselves. There are reporting functions users can use if they know of blatant misrepresentation (for both people and projects). Legitimacy, competency and reputation for all people and projects can be evidenced and/or developed through their providing regular updates on permaculture work they’re involved in, before/after photographs, etc. A spirit of objective nurturing of both people and projects through knowledge/encouragement/inspiration/resource sharing is the aim of the Worldwide Permaculture Network.
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MemberA member is a permaculturist who has never taken a PDC course. These cannot become PDC teachers. Members may be novice or highly experienced permaculturists or anywhere in between. Watch their updates for evaluation. |
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Permaculture MatchmakerOne of these badges will show if you select your gender and the "I'm single, looking for a permaculture partner" option in your profile. |
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PDCPeople who claim to have taken a Permaculture Design Certificate (PDC) course somewhere in the world. |
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PDC VerifiedPeople who have entered an email address for the teacher of their PDC course, and have had their PDC status verified by that teacher. Watch their updates for evaluation. |
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PRI PDCPeople who’ve taken a Permaculture Research Institute PDC somewhere in the world. |
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PDC TeacherPeople who claim to teach some version of PDC somewhere in the world. |
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PRI TeacherWith the exception of the ‘Member’ who has never taken a PDC, all of the above can apply to become a PRI PDC Teacher. PRI PDC Teachers are those who the PRI recognise, through a vetting board, as determined and competent to teach the full 72-hour course as developed by Permaculture founder Bill Mollison – covering all the topics of The Designers’ Manual as well as possible (i.e. not cherry picking only aspects the teacher feels most interested or competent in). Such teachers also commit to focussing on the design science, and not including subjective spiritual/metaphysical elements. The reason these items are not included in the PDC curriculum is because they are “belief” based. Permaculture Design education concerns itself with teaching good design based on strategies and techniques which are scientifically provable. PRI PDC Teachers may be given teaching and/or consultancy offerings as they become available as the network grows. |
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Aid WorkerThe individual with this badge is indicating they are, have, or would like to be involved in permaculture aid work. As such, the individual may or may not have permaculture aid worker experience. Watch their updates for evaluation. |
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ConsultantThe individual with this badge is indicating they are, have, or would like to do paid permaculture design consultancy work. As such, the individual may or may not have permaculture consultancy experience. Watch their updates for evaluation. |
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Community ProjectCommunity projects are projects that help develop sustainable community interaction and increase localised resiliency. |
