In April I replied to a post on language in sustainable agriculture;
i.e., how the structure of language affects cognition and the way we
speak and act.
As a follow-on, see the following thread from the permaculture list.
------- Forwarded Message Follows -------
Date: Wed, 27 May 1998 10:12:26 -0700
From: Marsha Hanzi <email@example.com>
Subject: Re: Teach PC!?
It is interesting to note that few (if any!) other languages have a
word for "it" as used in English-- not even European languages.Even
German, which has a third, "non-gender"form ( das), does not apply it
generically to all objects. Many objects are "masculine or feminine"in
this language ( and often inverted from Latin languages: the sun is
feminine, the moon masculine, contrary to Spanish, French,
Portuguese...) It must be a significant aspect of inner programming
that you call a tree "her" ( as in Portuguese, etc.) or "it" as in
English...In Permaculture works here in Brazil I find the sacred,
living, aspects of Nature are very near the surface for people, covered
by a thin veneer of recent materialism. Brazilians move into intuitive
and receptive mode very quickly, with a "great sigh of relief" , as if
this is more natural for them. ( The only resistent ones are those with
doctor`s degrees from the USA...)They work comfortably with all aspects
of the new paradigm ( where all is interconnected and alive) including
energetic ( invisible and difficult to explain) aspects --This explains
why a linear hierarchical information-passing mode of teaching in not
as effective for this temperament as a more integrative-type approach as
mentioned below ( unless the public is trained in US universities, in
which case the linear form funcions better). It may be a clue to PC
teachers to take a closer look at and respect mental structures created
by the language of their students...
Instituto de Permacultura da Bahia
> The First People of the Americas have a philosophical basis for diversity
> management derived from many practises, but usually based on Thanksgiving
> (kanonweratonsera). In the Thanksgiving address there is an appreciation
> for every thing in creation even that "Creator". Every thing has a gift,
> a gift we humans find useful for our sustenance and life. We may laud the
> flowers, the food plants, and animal life, but we are also aware of
> thistles, turkey buzzards, and snakes. So when we give thanks for the
> birds for instance, we're also giving thanks for the buzzards as well.
> As members of the living world, people also have gifts. We give thanks
> for the male-kind and female-kind and their gifts.
> It is only recently among Amerindians, with nearly half our people living
> in urban settings, that the "I-Thou" relationship to the world is being
> replaced by the "I-It".
> It was pleasure to read of your work.
> On Tue, 26 May 1998, goebel wrote:
> > I have had really good results using a experiential learning process which
> > I call Consensus Building and Conflict Resolution. This process is
> > founded on the principle of honoring all people and listening with
> > respect. I am conscious of balancing power to reduce the possibility of
> > power-related conflicts.
> > I also work with human nature, as I see it, by acknowledging our response
> > to see many things from a "survival of self" or fear-based perspective
> > instinctively, then focusing on a "community wellbeing" or hope-based
> > perspective.
> > I have used this process with all kinds of people and cultures ranging
> > from Native Americans, Africans (Malawi), European originated people in
> > the United States, Canada, and Australia, and even universities (which is
> > a breed unto itself - sorry about the bias). I have used this with women
> > / men groups, various occupations (agriculture, business, education, and
> > government service), and various ages (3-70+).
> > There are many methods as there are people and individual learning styles.
> > This seems to work consistently for me. Hope this helps.
> > Carl Jeffry Goebel
> > WSU-Kellogg Holistic Management Project
> > 125 Clark Hall
> > P.O. Box 646310
> > Pullman, WA 99164-6310
> > Phone: (509)335-7342
> > Fax: (509)335-1082
> > Excellence can be attained if you...
> > Care more than others think is wise,
> > Risk more than others think is safe,
> > Dream more than others think is practical,
> > Expect more than others think is possible.
> > -----Original Message-----
> > From: Jenny [SMTP:firstname.lastname@example.org]
> > Sent: Monday, May 25, 1998 10:47 AM
> > To: email@example.com
> > Subject: Teach PC!?
> > I want to start a discussion about teaching styles and
> > methods that have been proven effective primarily in the
> > United States and are slowly integrated in other
> > cultural regions.
> > The importance of permaculture being tought at it's
> > highest level to everyone everywhere is a challenge.
> > Is it a matter of how to teach, for example, children
> > on their level of maturity, intelligence, backround,
> > culture.....and attention span.
> > Some teaching methods have been proven to be more
> > effective than others. Independent on the approach
> > the material and it's value shall not be compromised.
> > Obviously, different alleys are needed to reach
> > different target groups.
> > PC thought in "Lecture Style" vs.Experiential
> > Teaching/Learning, Seminar style vs. whatever unique
> > style and methods of reaching and teaching.
> > How do these methods sacrifice their effectiveness
> > depending on the culture and history of the region
> > or country?
> > Thanks for your thoughts
> > Jenny Cocq
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