Artisans of Education
Regenerative Learning: co-creating education fit for the future
As teachers prepare for class, designing curriculum, activities, and aesthetics, they are crafting nuanced learning experiences. These artisans of education sense into many levels of the social field in order to present stories of the past and cultivate initiatives for the future. Educational needs must be triangulated with government regulations and the momentary desires of their students to result in some sort of relevancy. Now, add to this alchemical craft the increasing instability and the rapid change of our current times. Whether a formal educator, a corporate facilitator, or a creative instructor, educators are facing huge disruption to the intricate craft of education and learning.
When we lack a sense of safety, it is difficult to cultivate initiatives for the future. Rather, we tend to cling to patterns of the past, seeking a remedy to the disruption. However, there is no remedy for the waves of change and the challenging uncertainty of the paradigm shift we are in. How then do we cultivate education that is fit for the future?
Social regeneration can’t be taught with industrialized education, but it can be cultivated through participatory learning. Therefore, educators play a unique role within a paradigm shift. They have the ability to escalate chaos by echoing narratives, or to encourage resilience by acknowledging disruption. By asking powerful questions that lean into the edges of the known and unknown, educators invite us to explore new perspectives. When approached with compassion and care, the dawning of new perception can support integration and the development of new capacities. This regenerative learning can help us to recognize, open to, and live the emerging paradigm.
Educators have the ability to escalate chaos by echoing narratives, or to encourage resilience by acknowledging disruption.
To support this initiative for cultivating societal renewal through education and learning, Dartington Trust and Schumacher College hosted the ‘Regenerative Learning Symposium’ in October 2022. They brought together over 50 people from around the world under the soaring arches of Dartington Hall and the soaring branches of ancient trees in the surrounding gardens of the Dartington Estate in Devon, UK. Each person at the symposium was there to heed the call of Satish Kumar, co-founder of Schumacher College and editor emeritus of Resurgence Magazine. Through the lilting music of his words, he presented an irrefusable invitation to cultivate ‘regenerative learning’ and courageously pursue education that is fit for the future.
I was pleased to attend the Regenerative Learning Symposium along with the other writers published in the new collection of essays, ‘Regenerative Learning, nurturing people and caring for the planet’. Also in participation were teachers from Schumacher College, local progressive educators, and NGO organizers. I approached Dartington as though on the path of a pilgrimage, awed to touch a place with such a poetic history of progressive education, honored to meet in-person with those who had accomplished my ideals.
Satish Kumar, at 86, is a radiant soul with a brilliant mind and a heart that glows with the compassionate love of India. He welcomed each and every one of us to the symposium as old friends, his endearing presence immediately calling forth absolute authenticity. With this warmth, he initiated a conversation exploring evolutionary learning, where unity and diversity dance together, and develop into cultures of stewardship.
To create a lived experience of regenerative learning, the symposium was composed of stimulating discussions, integrative meditations, and open social interactions where new friends were made and old friends were united.
Stephan Harding, co-founder of Schumacher College, opened the afternoon with his wondrous guitar music and invited us into a sense of hope for the future. We then went into the gardens to find a ‘Gaia place’ for nature connection and to integrate the many ideas that were percolating amongst us all.
What followed this deep and lovely preparation was a generative conversation in circle, where we shared how challenges of dominant education have been navigated, insights of how deconstructing the current system is balanced with cultivating inspiration for the future, and examples of how philosophy and pragmatics come together in experiential, immersive learning. It was awe-inspiring to be in a group of such resonant and resolute people gathered from around the world, convening in a place of deep history that has also experimented, inspired, and practiced progressive education for over 100 years.
Dr. Stephen Sterling shared about the fragmentation caused by current education theory and practices, and the cultivation now required for regenerative learning. Alan Boldon spoke to how random acts of kindness can ‘change a trajectory’ as he shared about the history and future of Dartington Trust and Schumacher College. Marcello Palazzi shared how B corps are cultivating a dialogue between education and economy and ‘making business a force for good’. Richard Dunne shared about the importance of a project for focusing our compassion and creativity into making lasting change. Herbert Girardet shared a poetic overview of possibilities, Jon Alexander reminded us that ‘the key to fixing everything is all of us’, Isabel Losada kept our sense humor fresh, Caroline Walker remembered the accomplishments made by ‘human-scale education’, Holly Everett shared how to Reboot the Future, Sasha Peers and fellow students shared their perspective from within the changing learning environment. And many, many more.
Each participant shared deep experiences of moving away from extractive models and becoming guided by regenerative aims; releasing stagnant perspectives and becoming inspired by the regenerative force of focusing on human dignity and the wellbeing of nature. As you might imagine, I shared about the importance of cultivating co-created learning between people, community, and the more-than-human, what I call Participatory Learning.
When Satish asked for inspiring examples of how education is evolving, I shared how the diversity of charter schools in the States is based on a co-creative dynamic. Charter schools are a subset of public, government-funded schools. They follow the basic structure and rules of the local school district, yet they operate from their own charter, which is written by and adapted to local interests and practices of the community. The result is that each charter school is unique, and uniquely adapted to its participants, who join by choice, not by assignment. Some charter schools focus on outdoor learning, others are based in practical arts and fine arts, some are inspired by a specific pedagogy, while others are support for homeschooling families, especially in rural areas.
Particularly interesting is the flexibility with which these schools access learners, and teachers. Federal and state testing on common core curriculum is available to those who find this approach valuable. A variety of other options are also available, from discussion-based assessments to documenting a portfolio of projects and experiences. The underlying philosophy is that the student shows progress, based on their individualized learning plan (ILP), which has been co-created between student, parent, and teacher or education facilitator. Teachers, then, are not evaluated by the test scores of their students, but are mutually evaluating their roles as co-creators of learning experiences and the school community. Similarly structured groups are also emerging as small private schools and learning groups that are privately funded.
Being in a circle of international participants at the symposium, it was fascinating to experience this information landing on the fresh ears of curious minds, reminding me that perhaps we Americans take for granted the fountain of creative innovation from which we drink.
Perhaps one of the most significant aspects of this event was what didn’t happen: there were no personality conflicts or ego friction, no one dominated the conversation or derailed the event. Everyone gathered was a deeply respectful conscientious listener, resonating with a curiosity stemming from emotional maturity, making space for one another in their actions and words. Each person willingly participated with heart and soul, generating a flow of inspiration and camaraderie, bringing a sense of holding a precious gift. This initial group of symposium participants seemed perfectly suited for cultivating regenerative learning and crafting an education fit for the future.
In the evening was the book launch of Regenerative Learning, a collection of inspiring essays, written by many of the participants of the symposium. The book opens with a forward by H.H. Pope Francis, inviting us to
“rekindle our dedication for and with young people, renewing our passion for a more open and inclusive education, including patient listening, constructive dialogue and better mutual understanding.”
continuing with an introduction by editors Satish Kumar and Lorna Howarth presenting ‘a fascinating bouquet of essays’ to inspire our imaginations.
“Imagine a system of schooling where, for example, beekeeping teaches us about community; boat-building teaches us about trees and physics; star-gazing teaches us about our ancestors’ navigational excellence; rock-climbing teaches us about the qualities of balance and focus; gardening teaches us about nutrition, doughnut economics, and patience; where art connects us with our infinite imagination; and where music matches with maths. When Nature is our classroom, all things converge, interconnect, and make sense.”
Following this is a charge to take responsibility for the change we know needs to happen, and participate in the change that is already happening in the world.
“What is needed to make education relevant for people and planet is a change of perspective: from ‘education for dominance and conquest’ to ‘education for stewardship’ — in other words, ‘education of participation and imagination’.”
It was thrilling to see my essay quoted here, bringing home the realization of what Regen Collective co-founder Quinn Simpson said to me during our u.lab journey many years ago as a I waivered about the importance of action research, “Your research will help us to land our aspirations and ideas into practical application. The world needs to hear what you have to say.” Similarly, I feel that every writer gathered in this book is a voice that needs to be heard, resounding a bright future of co-created learning. Satish and Lorna have gifted the world with a many faceted jewel, reflecting the evolution of education that is bringing a new social cohesion, leading us towards societal renewal.
Throughout the symposium, the facilitators asked us to ‘sensitize’ to the opportunities that are emerging in education. Through discussion and shared experiences, we surfaced that by collectively focusing on ‘nurturing people and caring for the planet’, we become attuned to how we might repurpose old structures, schools and universities to become places of regenerative learning. Dartington Trust and Schumacher College are an inspiring example of this, and are becoming a global hub for regeneration theory and practice.
Facing the future, Satish charged us with developing a network and cultivating a community to nurture a global movement in ‘Regenerative Learning’. I now extend this invitation to all of you to participate in the evolution of education and learning. Let us come together to ask powerful questions and lean into the edges of the known and unknown. Let us cultivate the practices that will carry us through the collapse of paradigm shift, and develop the perception needed for societal regeneration.
You are invited to join Regen Collective, a community of practice for the regeneration of education and learning. Beginning in December, we will be hosting participants from the symposium and authors from the book to speak about their experiences and explorations in the evolution of education. Join the conversation, present a topic, and explore social regeneration with Regen Circle events HERE. If you are inspired to further support the unfolding of this community, you can become a Regen Collective team member and help design future offerings and events.
We look forward to co-creating with you!
Regenerative Learning is now available at your local bookstore!
Lauren Elizabeth Clare is a Theory U practitioner, a homeschool parent, and the co-founder of Regen Collective, where educators come together to share regenerative practices for the evolution of education and learning.
