learning

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Among The Bohemian’s - Experiments in Living 1900-1939 has been by my bedside since Christmas, thanks to Leah.

It has strong links to my learning biography, written by Virginia Nicholson, the grand daughter of the artist Vanessa Bell (sister of Virginia Woolf).

It is a direct link between:

• My life experience
• Moving to Sussex
• Studying the MA in Person-Centred Education.

Among many other threads (creativity, food, friends, livelihood, travel), it looks at the education of “bohemian” children during these years and at Bertrand Russell’s and AS Neill’s small school communities, among others. AS Neill founded the Summerhill School, which inspired the Lance Holt School (primary) and The Community School (secondary) my brothers and I attended for various lengths of time.

It references personal, unpublished papers from the lives of progressive artists and thinkers Virginia is intimate with.

I visited Charleston with devotion just after moving to Sussex - home of Vanessa, her children, lover, husband and communal friends. It’s just down the road.

I wanted to go my own, and felt a very strong connection. Infact we are planning a spring/summer house party in celebration of its creative, communal call. This was decided before I would allow myself to visit. I could not abide the possibility of mere voyeurism. The call of its inhabitants - and life itself - seems so much more.

My own upbringing was different to this, yet similar in many ways. There was a spaciousness for new ideas and ways of being. I was born in 1968 - ‘the summer of love‘. We marched with my Grand Mother against Vietnam, I had an “I love Gough (Whitlam)” badge.

There was, in my own childhood, a bold sense of life being for the living. That conformity was not necessarily the way to nirvana. That ideas could be challenged, and new ones emerge, that experimentation was essential.

Naturally, this changed as the years went on, and my mother (an educator) in particular, became (thankfully, perhaps) relatively more conservative - but still very open-minded and able to converse freely with people of all ages.

My father’s love of olive and red wine won him the dubious nickname “Donny the Dago”, an affectionate reference to post-war Italian immigrant culture in Australia, prior to which garlic was completely unknown and ‘cuisine’ unheard of. The most well worn cookbooks in our collection where Elizabeth David and Robert Carrier. Similar to The Bohemian’s, I grew up with Mediterranean food and culture being held in high esteem.

A darker side was, I guess, his insistence on growing and smoking pot, which had repercussions throughout our lives. Alcohol was certainly overused too, but what conversations we had! Even at a young age, we were invited to share in the passionate pronouncements of what really mattered to a large, extended family and friends over many a fine meal.

When I was very young but still cognisant, my grandmother Pamela held court. I am searching for a tape recording of her voice during one session where communal living was the issue.

This was at the same time I imagine she had returned to university to study philosophy and was reading John Macmurray.

She was quite clearly in favour of it, and advocated my family and another, the Gare’s (themselves from a partly-Quaker tradition) set up life together on 100 acres of bushland we had near cousins in the South West of Australia - which became one of the country’s greatest wine producing regions! So many good times camping and exploring. So much learnt about what really matters, things that can only be learnt in nature.

Another snapshot I share to help illustrate my childhood was the amount of cheese and biscuits we ate. The exhibition openings, gigs and album launches of all the painters, sculptors and musicians in our close circle gave ample opportunity for dinner and freedom.

I thought everyone lived that way, until I ended up at a conservative ladies college and realised this was patently NOT the case.

My grandmother dying was the first big change in our social lives, then much later, my father dying. Now we find ourselves starting our own family and looking to create anew. Looking back, they seem like halcyon days. Perhaps childhood always does. So much has changed, personally, politically. Smaller families, fragmentation, neo-conservatism and more movement being part of that.

Finding this book has felt a little like coming home. It will continue to bring up the light and the dark of an ‘alternative’ childhood and is just wonderful food for thought. Thank you dear Leah, soul sister, framily.

Excerpts from Among The Bohemian’s

Review (The Guardian, November 2002)

“Woolf represented a generation which sought to let light, colour and garlic into their lives. They rejected monogamous relationships and mahogany furniture. They preferred absinthe to abstinence. They blazed with creative inspiration and burned candles at both ends. In short, they became the inhabitants of the mythical and ill-defined realm of Bohemia.”

I note now that Arthur Ransome was included in this eclectic cohort. Just now we are reading Swallow’s & Amazons with Bea. My heart yearns to play the games on land and sea (or river) we did as children, inspired by these ravishing tales of children free to roam, explore, imagine and become.

Rousseau’s Emile comes to mind again.

Thank goodness for our annual Buddhafield’s retreat when this all seems more possible. Life in the playground at The Dharma School and Stanmer Organic’s Ecoplay has echoes. I hear there is an outdoor nursery school in Firle and Annan Farm Small School offers a richness of natural connection. (”there is no such thing as bad weather, only the wrong clothing!”).

But oh for the endless stretch of holidays we had, roaming wild. Canoes, dinghies, hidden lakes to discover. Dropbears to run from. Not facilitated play but FREE, truly free. Some of these experiences have inspired stories I have written, which can be found here.

Perhaps the lake district will call this summer. Perhaps this whole move to England > Europe is actually a pilgrimage to the source of so much inspiration.

How ironic to have come from the stereotype of outdoorsy Australia, land of the great white barbeque. And yet we feel very close to nature here in the Sussex countryside, with the pleasures of Brighton nearby too.

Perhaps it will weave it’s magic, do it’s work then send us ‘home’ (?), back to Australia. Perhaps it will take root and hold us here like others before. Most likely, we will find ways to live between the two hemispheres - North & South. Perhaps their is unity and cohesion in such a way of living… give or take a lack of jet fuel or carbon neutralisation.

Martin Boyd’s (another distant relative) writing about Anglo-Australian displacement came over with us, along with mum’s entire Patrick White collection.

Perhaps we will go communal in France and educate free-style, as tele-commuting, globally-warmed, brave new worlders…

Perhaps we will spend our summer’s touring provocative exhibitions about the future of education, as Bea run’s wild with friend’s at festivals…

We shall see… one thing’s for sure, when it come’s to Education in it’s fullest sense, it’s about a lot more than just your choice of school.

……

The book was given by a friend who I think sees me and my family in this vein. This same friend was married last year at Pelham House, and is a central part of my learning community - Leah Landau.

Then there was my experience of seeing the artwork at Pelham House in Lewes, a wonderful heritage building and grounds brought to life by members of the Subud community. Julian Bell (grandson of Vanessa?) being one of the them I believe.

I was deeply moved. I have never seen a collection of work so akin to my own aesthetic and desire to experience art as a connecting, transcendent, symbolic language. Who is the curator I wonder?

One of the sculptors is Stephanie Davies-Arai, who is also facilitating the course in Parent Effectiveness Training I have recently embarked upon, based at Lewes New School (a Subud community school). The course connects with Carl Rodgers work and was developed by Thomas Gordon.

Everything about finding the MA, the Foundation, John Macmurray, Michael Fielding, the other wonderful people I have met, has made this move to Sussex seem destined in some way. There is a songline running throughout it all.

My questions are not yet clear, but I shall be looking for them. There are a great many threads to bring together. One seems to be around:

What is the importance of lifestyle choices (over and above formal schooling) in the education of the whole child / person ?

Auto-didacticism is also a major theme this week, with my perhaps forebear Sir Humphry Davy (another Davy of Devon) and the soul-brother Zen teacher Alan Watts being typical of this experience.

Excuse me while I think allowed. Unless something is deeply personal, I am tending to use this blog now as a place to gather my thoughts for the learning biography - Part One of the MA in Person-Centred Education.

5,000 words due on 19 April. Can I just submit this blog’s URL?

Making sense of a learning life, setting a course for new oceans of purpose and meaning. Hopefully moving through ‘navel gazing’ further into an authentic contribution in education.

….

The images are: Top ‘Libby (left) with Sadie & Kate Purser, Western Australia, 1971 (?)’, Bottom ‘Bea (Libby’s daughter) at home, Margaret River, SW Australia. Her placenta is planted under the avocado sapling behind her.’

And now I reeeally SHOULD be in bed. But just found these very inspiring people linking to this blog and wanted to return the link.

Younger World (in with Sound Out, CommonWorld and The Free Child Project) are doing great research on Student Voice and, not surprisingly, referencing Jean Ruddick and Michael Fielding.

Loving the feeling of connection and global community regular blogging brings me back to.

It’s one big, dynamic conversation! Here’s cheers to the social construction of meaning.

And here’s a cool contest they are running. No direct link available so will quote in full… Will follow up soon and let you know what happened.

Contest!

There are many issues that youth voice can address. While my analysis has been widely casted, covering everything from social justice to youth rights to education reform, it is important for me to be informed by the broadest ideas out there.

The possibilities for engaging young people throughout society are endless, both in terms of what can be addressed and what can actually happen. In an interesting blog from the UK an author considers what it would take to use “An Inconvenient Truth” to teach students; another blog from the US discovers that young people have important considerations for the future of schools. Its an interesting thing, coming across these reflections from folks with different perspectives. In my regular research into the broad perspectives of Americans towards youth, I find a wide range of ideas about what young people can and cannot do. As I’ve grown a little more familiar with this landscape, I have found its important to acknowledge that each of these ideas is important. While some are more genuine or authentic than others, they each allow adults an important connection point to understand the possibilities of youth engagement.

The Contest

You have to find two examples of engaging young people that have never been acknowledged before. Share them with me, and then my challenge is to find examples of where they have been.

If I can’t find an example within a month, then I will give you a prize - A first edition copy of the brand new Washington Youth Voice Handbook, along with a copy of Hip Deep, a new collection of writing from youth connected to What Kids Can Do.

I I can find an example, then I get to use what you found on our websites, if applicable, and attribute you fairly.

Good luck! Send entries by clicking here.

Imagine all the regular fancy language about contests inserted here. If there are any special considerations, let me know. Contest entries must be recieved by 12/1/06. Etcetera.

YoungerWorld.org

I could talk passionately about all the reasons why this new post-grad degree at Sussex University lured me, finally, back into ‘formal’ learning. Reasons both internal and external.

Suffice to say it sang out loud and clear. Right place, right time.

Speaking of which, it’s time for bed, so will just post a short excerpt and leave a .pdf for the course outline for those that like to look further into such things.

What is Person-Centred Education?

Person Centred Education puts people at the centre of the educative process.

Our current systems of schooling have drifted too far away from this belief about the centrality of broad and deep notions of educating the whole person and this programme seeks to recentre and rearticulate a more holistic approach within a 21st century context.

Through ways of working in a learning community as well as through research and academic study this Masters Degree will both draw on and extend our knowledge and practice of person centred education in a range of organisational settings.

Will be writing lots more about it and within it over the next 2 or so years as the learning journey continues.

MA Person-Centred Education - Course Outline MA course outline

About Michael Fielding (Prof.) - who was a major catalyst and founder of the course, and still a beautiful and active member of our extended “Learning Community”.

About The Guerrand-Hermes Foundation for Peace - co-sponsors of the course through their Secretary/Research Fellow Dr Scherto Gill.

About Sussex University, Centre for Innovation in Education.

MA Curriculum Vitae

Academic Interests (2006)

… as you can see, evolving steadily from this point. I guess the categories created for the posts will be one obvious way to access updates on this.

Scanning back over the two (sporadic) years of blogging here, I can see the learning biography theme has been in place from the very beginning. From the Reggio experience and beyond. No wonder I was so attracted to this MA in Education and the very special approach it is taking.

I just have to wonder, could the University establishment be able to accept the blog as my learning biography down the track? …after closer links with relevant texts has been made more distinct. I guess the futurelab folk might like to help us reflect on this.

Hmmm.

We shall see…

Well I am only going to maintain one blog, so this will also have to be the place for random items of note.

For example, the Ford Pill. Are you ailing and in need of a remedy for the stress of daily life. Is worry about the Climate Crisis causing problems with your digestion. Easy. Take the Ford Pill.

After going write through The Guardian’s indepth coverage of the climate crisis, having begun on a search to determine the pro’s and con’s of purchasing carbon credits to offset jet travel, I clicked through to read their latest research.

A pop-up advertisment made my gasp with wry humour, even as the daffodils come up in January.

I guess a jet trip to Switzerland to show Bea her first and perhaps last piece of snow might be just the thing.

Ironic isn’t it.

I think their marketing people and environmental writers might just want to have a think about that one…

Ford.. Guardian..”Feel the (lack of) Difference”.

So much for Bill Ford’s vision of a brighter future.

Well it’s been a week since we were inducted to the MA in Person-Centred Education at Sussex University.

In addition to the welcoming and procedural stuff, we had a great session lead by my new postgrad supervisor called Dr Carol Robinson. Carol has worked with that dear Michael Fielding (Prof.) chap on Student Voice and other erudite, emancipatory matters.

Carol got us thinking in new ways about the benefits of keeping a learning journal, in preparation for our first 5,000 words - a Learning Biography. (All of which links into the MA so I will update a previous post with more on what that entails. Wonderful.)

So when to right in the private learning journal, when to write on the Learning blog, and how to start linking with critical theory and practice in putting together the assessment piece (Learning Biography)? All links with the Reggio project’s strong focus on documentation and social construction on learning/meaning making.
Private v public. Who are we writing for and why? How do personal and communal utterances of ’self’ create identity. Is it all just irrelevant navel gazing? These seem to be recurrent themes as a writer, communicator, activist type… now budding academic? The blogosphere offers a rich site for these questions.

Scroll to the end of About this site re: this too.

I’ve had an abstract accepted for a conference in Denmark this March too. European Society for Research on the Education of Adults - Network on Life History & Biography - “Concepts of Learning?”.

For better or for worse, this will NOT be the Australian Denmark where Lee Loo’s wine making love now resides, but far colder climes.

So that is a whole other dimension on who to write about the self, about one’s thinking and journey for a whole different audience. But not so much writing as conceptualising.

I guess I’m having a bit of a quantum leap in human becoming when it comes to the formalisation of my learning and thinking.

I guess it is important to head for whatever outlet, audience, medium feels the most compelling write now (intended).

I guess I will continue to learn and become in communal connection with you all around me - friends, family, colleagues, learning partners.

One of the key aspects of the session at Concepts in Learning will be to look at this notion of how we learn in community. And I will be inviting everyone that attends the session, and others, to call a Danish number I have booked on Skype, or come to this blog, and enter the conversation. The abstract is here for those that are interested. ESREA 2007 paper

I guess I will hoping this blog has been given a little better attention before 3 March then. But the biggest question… do I go back and edit out the bits that are not part of the identity I wish to portrait to these new colleagues (eg. Dorking, England oh England) or offer up the whole lot.

I guess the answer is here.

Suffice to say, it’s a tricky line to walk. I come back here sometimes and think… “Hmmm, maybe life would be easier if I was willing to sign up to a unified, codified discipline of identity,” eg. never reveal a thing until it has been fully researched, processed, articulated, edited, peer-reviewed and put into dead tree for posterity.

Looking back over the journey, I guess that’s not to be.

Phew.

Watching with interest the increase in teachers going part-time. Recent article in TES (reference to follow). My dear Mum always drummed into me the importance of finding part-time work, as a mother, as a human being. There is a lot to be said for it, certainly when it comes to raising children.

Everyone’s looking for the life/work balance. And rightly so. So many people under-employed, so many people over-employed. Can’t we share it around?

Teacher’s stress levels seem a good enough reason to look for an increase in a part-time workforce. When we have time away to refresh and reflect, we come back richer for it.

One thing I am noticing at The Dharma School is the number of part-time teachers. It gives them the chance to co-teach, to share their experiences of the classroom. There are also a wonderful group of assistants and specialists moving through the small (75 child) school, enabling a healthy range of relationships.

Today, the biggest issue seems to be the co-teaching one. When we think about learning in community, we think about dialogue and shared reflection.

This was really strong in the school’s in Reggio Emilia I’ve been researching. Every class involved two teachers working together seen as equals, albeit at different stages of development. Then of course there was the local and regional involvement of the Pedagogista who would automatically be able to offer a conduit for the transfer of good practice and a meta perspective.

I want to keep looking at this, personally and in terms of further research.

Wonder what others think?

School’s Forum Learning Communities

Project idea that’s been brewing for awhile now… A new, democratic approach to creating dialogue within and between school communities.

Social software that brings together:

• Learners/students
• Parents
• Teachers

to learn how to listen to each other’s ideas and opinions on any thread created by any participant.

Would definitely want to talk with futurelab about this. A bit big to take on for the MA (Person Centred) Education but something to keep brewing on the back burner for now.

Read about the proposal in (very first draft) detail here.

School’s Forum

Check out this link for some more up-to-date background on the author. See also the CV submitted for entrance to the MA in Person-Centred Education, or have a laff and do the Google thing.

Flickr photos here.

Weird things going on with links, so click on header to get them live…

Reading the Times Education Supplement in bed this morning, after a mind-opening cup off coffee, I found myself leaping up and reaching for pen and paper.

This small item caught my eye…

“Creative Skills Get Results: Children who worked with actors, fashion designers and writers under the Government’s Creative Partnerships scheme behaved better, worked better and became more mature at school, said an Ofsted report…”

For years now I have been thinking about ways we can work with and listen to young people better. Ways we can go beyond paying lip-service to consultation and move into a world where children and young adults are empowered to stand up and speak out about what matters to them.
To speak out about what their world is like, what needs to happen in it - and how it’s going to happen. Ways we can help young people shape their world, be causal and active in it. To let them grow braver and stronger through that process.

Without doubt, young people have the potential to develop revolutionary new ways of thinking, of offering practical, creative and innovative solutions to their own and the world’s problems. (See previous post “Kids Creating New Paradigms”.) That’s if apathy doesn’t get them first.

So why don’t we listen?

The research is clear. If you kids get shut down, shut up and told they don’t matter often enough, they’ll end up believing it. If they think they’re not being heard, they’ll stop speaking out. It’s the worst thing to watch. Disengaged. Alienated. Beyond caring. You’ve all seen the t-shirts and the hand signals..

LIKE.. WHATEVER!

Surely that’s what we’re really fighting.

We need to educate tomorrow’s leaders today. Damn it, they have basic human rights in this stuff. See the United Nations Rights of the Child on this for a start.

Article 12

1. …assure to the child …the right to express those views freely in all matters affecting the child…

Article 13

1. …the right to freedom of expression… freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice.

Plus just about every other Article enshrined in this foundational document signed by nearly every country in the world.

So does the Climate Crisis affect children? I guess the answer it clear.

So here’s the idea… I thought I may has well blog now and keep it fresh.

At its basic level, it’s about developing a process to:

• engage a group of young people in actively watching the seminal film “An Inconvenient Truth” (Participant Productions 2006)
• capture their initial thoughts, feeling and ideas in response
• inviting them to participate in the development of a film script that extends these thoughts into their own response. To enter into deeper dialogue within and between themselves and with others. To be heard.
• documenting the process (within a person-centred research context) into class materials that can be replicated for other issues, other films in other settings, linking it to curriculum, eg. media studies, environment studies, english.

Potentially then - and why not aim high, when the future of the planet is at stake and progressive education might be one of the only ways to save and shape it - the project also looks at…

• the participants working alongside leading script writers and educators to develop these responses into a film script, with a high degree of creative control being maintained in order to ensure their “voice” comes through. Kids as auteurs, but in a collective sense… although individual voices might shine through.
• for this script to be considered by Participant Productions for full production and an international release - with fine cinematography, indeed a superb team to bring the work to the world stage. Unlike student films, where production quality is often so low that the story can’t adequately be told, the vision here is for young people to get the full support of a genuine auteur. Hey, Robert Altman never had to do his own costumes, lighting and editing - even if he did hold the camera occasionally.
• or, if not, for a team of local film makers to work collaboratively for an international release through a viral campaign, community group screenings and other ways to achieve the project’s goal of making sure kid’s voices are heard. Of making sure the kids know they’re being listened to.
• to extend the pilot project into several continents, then feed this work back in to a follow-up film or other communications outcome, keeping the dialogue (and hope) alive.
• to document the process and share it with educators, film makers and other people working with children and young people. We will always be looking for the multiplier effect, through online social networks (my husband is a gun at this), developing class materials for download and by making it entertaining and real.

Yes, an ambitious plan. But nothing ventured, nothing gained as the old saying goes. Of course it could not happen without the input of a great many talented people. When you realise that we already know and/or are working with everyone on the “Dream Team”, or know someone who does, then it starts to seem possible.

I have a background in film and cultural studies, creative writing, stakeholder relations and communications - now moving into an educational context. The basic aim would be to embed the journey in the MA in Person Centred Education, with supervision from Michael Fielding. Taking it step be step, recognising the need for sustainable funding for each stage and that everyone involved need only put in what they can and want to (eg. Ben & Richard might just drop in once or act as advisors, the major work of script development would be done with talented local volunteers, for example)… then you start to see it really could happen. If nothing else, I am a good project manager and can be very practical. Plus I have embarked on similarly ambitious projects in the past and learnt a lot along the way…

So, our “Dream Team” of advisors, supporters and collaborators (and the reasons why we would want them involved) are:

Prof. Michael Fielding (educator, poet) - a perfect fit for the radical, student voice aspect, for learning in community and for his emancipatory approach to education and communication.

Jeff Skoll (Skoll Foundation, Participant Productions) - For his ‘can do’ approach to harnessing the power of film as an agent for social change.

Kate Mundle (founder, Education Television Network) - for her proven track record in running participatory educational / communication projects, internationally, and her passion for young people and music. For her connections in the music industry.

Ben Elton (writer, comedian, activist, impresario, film maker) - for his social, environmental and political intelligence, for the inspiration he can offer young people and just for the laffs!

Richard Curtis (writer, activist, film maker, all round good guy) - for his remarkable ability to deeply connect people through film, for his social conscience and his public commitment to activism.

Jamie Catto (musician, script writer, creative catalyst) - for his ability to manifest astounding, innovative projects involving music, film and politics - connecting us globally. For being groovy.

Guerrand-Hermes Foundation for Peace - for their deep commitment to peace through education and dialogue.

BBC Innovation Unit - for being champions of innovation, being willing to take risks and for connecting to audiences.

Commissioner for Children (UK) - for getting young people and children to stand up and speak out.

Creative Partnerships - for commissioning the kind of projects referred to above.

What do you think?

I was reminded of this again recently in working with a group a young adults from The Dharma School (ages 9-11). We were having a look at school transport and how we could find greener ways to get to and from school. Wow! Was this a hot topic. They were straight into it.

Looking at the question from every angle. I had already spent many hours in previous settings looking at this question. The local council had people working fulltime to help schools develop Green Transport Plans, and these kids, handled the problem to workshop for themselves, came up with stuff we had not even begun to think of.

And because it was coming from them, it had much more potential to be accepted than a ‘top down’ approach, for which there is so much evidence.

Millie was one collaborator that stood out. Not only did she have a practical, realistic solution (school bus), but she and her equally bright partner moved on to explore the systems that would be needed in suppport of this (bus driver, well researched route map, petrol etc) AND the way to fund it (ticket price compared against cost of driving to and from school, in a user pays model, plus top up funding from school community, council and other potential sources).

They all went on to prepare their own research methodology to determine whether their ideas would work throughout the school community. Ripples become waves.

There was no direct, measureable outcome from the process perhaps (ie. we have not started a new bus service yet or measured the change in how people get to school) and parent’s were a bit confused about the handwritten questionnaires, but I can intuit what came from it.

What I saw was huge potential for a project to develop out of the provocation. A project that could have helped shape the thinking of many within the web of relationships that exist in and around the school.

Every time I see Millie in the corridors now, I see this positive experience of herself as a capable co-creator of her world beaming from her bright face. My sense of her potential is greatly enhanced. We reflect this back to each other. Again, it’s about relationships. Yes, I’m definitely a social constructivist.

And none of would of happened if not for their teacher Bekky getting so much behind the idea, and Peter the head teacher encouraging us to explore the concept of Green Transport when I first approached him.

Just a quick note to link to Bea’s new school in Brighton, UK (we have just moved here, hence no posts for a while).

The Dharma School at www.dharmaschool.co.uk

More news soon, including the MA in (Person-Centred) Education Studies I have just discovered and might be starting in a few weeks at University of Sussex! Thanks to Dr Scherto Gill at the Guerrand-Hermes Foundation for Peace and Prof Michael Fielding from Uni of Sussex for helping to get this wonderful course up and running.

Bestest

Libby

The following is a draft manifesto for what the world needs now. Not another love song, although a good one goes a long way. But DAWKING or DORKING. A new exercise craze with the potential to lift your happiness levels by 147% !!

Feedback most welcome.

Officially the first two people to go DAWKING anywhere in the world were Alex James-Davy and founder Libby Davy, along the river on a beautiful Autumn morning in March 2006, in North Fremantle.

Current plans are to set up a Brighton UK pilot project and see where it goes from there. A launch at Glastonbury festival next UK summer is in the conceptual stage…

What do you think?

Do you think people would benefit from it?

Would they do it?

Who might they be?

How could we expand it to serve the world (and make a living)? (Know anyone that would like to set a group of their own up?)

What should it be called? DAWKING, DORKING or DALKING or …?

Use the comments form to let me know your thoughts.

And feel free to make a date to come Dorking at your own pace… you can help pick the tunes. And it really is guaranteed to make you happy. Such a laugh.. embrace your inner dork and reclaim the streets, parks and pathways.

Imagine!

Note: this is written in the future tense and is a first draft only.

xxx Libby

………..

What is Dorking?

Quite simply, it’s about dancing just a little bit (or even more) while you walk. It’s about getting into the flow of the music and walking so well it becomes easy to turn up, stay healthy and pump those wonderful endorphins around your body. It’s the ultimate natural high for music lovers. It’s about doing it in groups of like-minded people to avoid feeling embarrassed and to motive each other to turn up and turn on.

Seven good reasons to join in

1. It’s fun

2. It’s healthy

3. It makes you laugh

4. It makes you happy

5. It gives you energy

6. It music into your life and makes your day flow

7. You get to meet other people with the dare to Dork!

8. It’s easier to commit and make sure you actually DO exercise.

9. It can actually help you sleep better

10. You might even meet the Dorker of your dreams (if you’re looking)

How is it different to dancing

Unlike dancing in public, when many of us feel the need to down a few bevvies before getting the confidence to get moving, Dorking allows us to stay pure and get going right from the beginning. All you have to do is walk! Anything else is a bonus.

How is it different to just walking?

A wee wiggle, a giggle, a shimmy, a shake… even a full blown group boogie. Whatever happens and everyone feels comfortable with is good. You do what feels right to you and that’s all.

You get to feel your body in new ways. Feeling yourself IN your body, not just in your head. Feeling the music in your body. It’s a very freeing thing. And 100% alcohol and drug free.

Why not just do it on my own?

Go for it! That’s where it all started. But Libby and others she talked too did occasionally feel a bit embarrassed by some of their more obvious moves when people walked by. You can get over that, and hopefully you will. But we do find that being in a friendly group makes you braver and bolder.

And making a commitment to other people that you will turn up makes all the difference too.

Is it very sociable?

Each person and each group have their own flavour. Some will go for coffee or juices or whatever afterwards. Some people just want to Dork and go, others are happy to make new friends and perhaps even romances. Because Dorking makes you happy (scientifically proven actually), people tend to be happier around each other during and after Dorking. So that always makes it nicer to be together. The main thing is to have fun and just be yourself.

What if I feel shy walking with new people?

That’s fine. You don’t even have to talk to anyone if you don’t want to, just Dork along with your plugs in. It’s perfect for introvert and extrovert moments. For some of us morning Dorking is a time to wake to the world gently, in our own heads. For others it’s fine to interact. People learn to read your social cues and respond appropriately. You might just enjoy watching other peoples moves and walk along peacefully to the music. You might find it infectious and feel like wiggling your hips a little as you go. Whatever you do or feel is just fine. There’s room for everyone!

And often groups of friends will join or start their own groups. Happy teenagers are already doing something similar and loving it! But why leave living just to the young!?

How does it work?

The Dalk Leader plays music from an iPod with an FM Transmitter and the Dalkers wear tiny little FM radio receivers. So everyone is dalking to the same music.

Basically you just turn up at the time and place organised. It will usually be somewhere scenic and inspiring, and accessible. We usually Dork for 45 minutes but each group can make choices as it evolves.

Because we need to be happy even when (and perhaps especially when) the weather is dodgy, it’s important to be prepared. We would only call off a Dork if it was raining heavily and/or blowing a gale. In which case there will be a pre-arranged meeting place for those that wish to have a coffee instead (and dork gently amongst themselves even) - until it clears. The Dalk leader will post a note on the Dalking website an hour before a Dalk if possible, and you can check in. If unsure, decide for yourself where to go.

We are also looking at offering an SMS subscription service that will text you an hour before a Dalk as a reminder (wake up!!?) and update service. Who needs a personal trainer now!?

So as you are approaching, look for your Dorking DJ. She or he will be wearing a pale green t-shirt… Introduce yourself, grab a name tag if you want to…

Best idea is to book in the day or night before so we can bring enough FM Radios and so you can register for the reminder/update SMS. But if you haven’t been able to, just turn up with your own FM Radio.

Your Dorking DJ will have a set of music already chosen for the day, but you can make requests for other sessions. Generally the music will be a mixture of stuff designed to bring you up gently and get you Dorking along the way. As the pace builds, so does your cardiovascular blah blah. We get your heart pumping. Remember, you can always go dorking on your own if you want to choose your own music. But when you are Dorking in a group you go with the groove.

What does the Group Leader do?

Help bring the group together (perhaps or might be done for you), choose the music (same again), but mainly to play it and lead the group on the day. Madonna voice-over headsets optional!

To be welcoming and friendly and inclusive. To get everyone’s details. To help make it fun!

Log on to www.dorking.com (NOT AVAILABLE YET) to make specific requests to your Dalking Jockey (DJ) in advance.

What does it cost?

What do you think? If you compare it to a yoga class or group gym session with a trainer… What should it be? With discounts of course for multiple sessions. We would aim I suppose to get each group happening 1-3 times per week or more.

What kind of music will be played?

Depends on the group really doesn’t it. We already have a very eclectic collection we are building all the time. Here are just some of the genres available…

Alternative
Ambient
Bluegrass
Blues
Bossa Nova !!
Chanson
Chill Out
Classical !
Country
Dance !!
Dance Hall !
Disco !!
Easy Listening
Electronica !
Folk !!
Film soundtrack
Funk !!!
Hip Hop /Rap !
House
Jazz
Indie
Latin !
Lo-Fi
Meditation !
Pop !
R&B !
Reggae !
Rock & Roll !
Ska !
Techno !
Trip Hop !
World !

(! are my personal Dalking preferences.. basically anything but hard metal.)

And variations on all (eg. Latin Jazz). What would you want to hear if you were Dalking? Vote now and make sad hips history.

We will generally start slower and warm up, then cool down again at the end. But you can help decide. Do stay ‘open’ though to what the leader is offering and what others might like to hear… and what you might learn to love!

What happens next? How is it going to happen?

All feedback is not just welcome but essential. If you too can see the potential Dalking has for spreading health and happiness, please join in. Many opportunities for people anywhere in the world to be involved from the very beginning.

Specifically we are looking for:

1) Encouragement and feedback

2) Thoughtful, enthusiastic individuals and/or groups to really go through all the questions asked here plus any others that need answering and share your thoughts. No matter who or where you are, your opinions matter to us.

3) Contacts that might help spread the joy - music industry, wellbeing & health sector, activist networks, business angels to offer seed capital, other like-minded people to connect with..

4) People of any age or kind in Brighton that would like to be in the pilot project

Leave your comments here or email libby@barkingowl.com. Or you can phone me on +44 (0)7968 687 107 in Brighton UK (GMST).

Can’t wait to go Dalking/Dorking with you or hear how you it feels when you do wherever and however you do!

x Libby

Please distribute widely and advocate for all stakeholders to contribute to the ongoing development of this vision and to work towards it on behalf of all our children, parents and early learning practitioners.

Written on behalf of the WA Child Care Advisory Committee during the year I was a founding member. It was publically released October 2005.

Many many thanks to Odette Haley for her symbolic representation* and ongoing discussions.

(* Note: working image. To be developed by graphic designer.)

Formally adopted by the Committtee (as a perpetual draft for discussion) on behalf of the WA State Minister for Community Development, The Hon Sheila McHale.

WA Child Care Advisory Committee - Vision for Childcare (draft for discussion).

This had resonance and beauty for me as an adult and, I believe, has great application with children.

It’s about encouraging children to develop their innate spirituality…

It’s rather long and hard going in places, but profound and compelling all the same.

Here are some excerpts…

Love

Libby

http://www.farmington.ac.uk/documents/old_docs/Smith.htm

“The Roman philosopher Plutarch refers to the child’s mind as “not a vessel to be filled, but a fire to be kindled” (The Education of the Whole Child, C&J Erricker 1997). The fire having been kindled by those in a position to do so it would seem desirable that it continue to burn, albeit with varying degrees of intensity throughout the rest of life.”

“In my reading I have become more aware of the fact that spirituality is not dependent on or necessarily linked to a religious faith. It is distinguishable from religion. Indeed from many people there is a negative or angry response to religion, or matters related to it, whereas they are more likely to respond in a positive way to the idea of spirituality – two thirds of the population being prepared to admit to an awareness of a spiritual dimension to their lives.”

“Spirituality can be considered an ordinary aspect of children’s everyday experience, often present in their lives in different situations, for example: experiences in nature; solitude; celebration; fear etc. It is their raised awareness in such situations that constitutes spirituality. We must therefore find occasions to heighten their awareness to discover and develop their spiritual potential.”

“If we believe that “Spirituality is the bedrock on which rests the welfare not only of the individual but also of society, and indeed the health of our entire planetary environment” (D.Hay & R.Nye, 1998) then the care and nurturing of our nation’s spirituality is of paramount importance.

“D. Hay’s research over 20 years shows a strong connection between spiritual awareness and ethical behaviour, encouraging social cohesion. The increased spirituality of a society can be linked with increased social awareness and responsibility and a positive consideration towards others and the environment. This in turn leads to life-changing experiences and an understanding that “every entity is interwoven with the rest of the universe and individualism is an illusion”. It is no wonder then that schools are charged with the development of spirituality! What is surprising is that time, training and resources have been squeezed out by the demands of areas of the curriculum which focus on content, monitoring, assessment, attainment, examination targets to the detriment of those areas which might have greater potential for relating to the spiritual development of pupils.

“Time and attention surely need to be given to providing and exploiting the opportunities which pupils need to explore and develop their awareness of the spiritual dimension of their lives.”

“…there are areas of the curriculum in which opportunities for the growth and development of spirituality are more likely and have greater potential than others, e.g. English, Music, Art. I would suggest that R.E. is also an area in which these opportunities should be identified and exploited. ”

“…David Hay (1998) offers an explanation that the rudimentary core of children’s spirituality is “relational consciousness” – self in relation to self, others, the world and God. He states that this is a basic human feature, entirely natural and a universally human pre-disposition. He sees this in the following ways:

Child – Self consciousness - a sense of relationship with his own identity

Child – People consciousness - a sense of relationship with other people – fellowship

Child – World consciousness - a sense of relationship with the natural world /environment

Child – God consciousness a sense of relationship with God.”

“In the book “The Spirit of the Child” (D. Hay & R. Nye1998), spirituality or spiritual sensitivity is explained as “raised awareness”, falling into three categories:

Awareness sensing

- focusing on the present situation

- tuning into something in order to be more aware of feelings

- being fully involved in an activity to the exclusion of distractions

- using the senses to focus on something in order to know it

Mystery sensing

- not needing an explanation for the wonders / the state of the world, an aweful acceptance of the mystery of existence

- using imagination to explore possible situations within existence

Value sensing

- an emotional response to situations in which there is a personal reaction to something

- the search for meaning in a particular situation”

I’ve started documenting what I’ve been up to in the last few years, since moving to Freo. So I’m just going to chuck it up on the BLOG for a bit to put it out there while I keep working on it. Here goes.

2003 - 2006

Based in Fremantle, Western Australia
Some work/study in Italy and UK

“Fremantle Village Early Learning Centre”
Co-founder
Establishment of a 62 place progressive early learning centre for children 0-6 years in a child care setting. More than 100 families and sector professionals involved in the development of a holistic “centre for excellence” in early years care and education.

Much inspired by the Reggio Emilia project in Northern Italy with input from Montessori, Steiner, Summerhill and mainstream approaches.

Followed a collaborative community development approach within a social entrepreneurship framework.

[Project ended after three years*, just before building work began on restoration of two adjacent inner-urban heritage buildings in the heart of the local neighbourhood catchment, within walking distance for many families and on a free community bus route.

We had received overwhelming support from local families and early learning specialists.

Developed in association with local parents and their children, early learning practitioners, Erudite Educational Consultants (from Nedlands Early Learning Centre), Reggio Children (in Italy), Reggio Emila Information Exchange in Australia, City of Fremantle, Dept for Community Development, Child Care Association of WA, Children’s Service Support Unit, Education Dept, Health Dept, Dept for the Environment, architects, lawyers, accountants, art specialists.

Stages completed or well advanced:

1. Concept development > visioning > ongoing community consultation.

2. Pedagogical research and development.

3. Business planning (including benchmarking against industry standards and highest quality, Reggio-inspired centre in the State).

4. Site selection and contractual agreements to lease

5. Environmental/architectural planning

6. Quantity surveying & building project management

7. Town planning approvals (in association with local community, Local Government Authority, town planning consultant, traffic engineer and State Gov’t Planning Appeals Tribunal. A case against the local authority was won at a state level to allow the centre to go ahead after local politics would have stopped it.)

8. Recruitment of a senior Director and one other senior staff member.

[*An campaign mounted by a disturbed neighbour ensured the Local Council impose an unprecedented noise and parking management plan on the centre’s approval, and a major reduction in numbers of children allowed to access it. When the State Tribunal Appeal was won to increase numbers to a sustainable level, this person bought one of the properties. At the same time he sent an ‘anonymous’ but traceable email threatening us with words like “dead”, “kill” and “destroy”. The police were sure who it was but could not convict him. In the interests of the children’s and our own well being, we had to walk away. And now, a new life begins…]

City of Fremantle
Lobbying & community participation to review child care policy
& strategic town planning on safe, appropriate locations for child care centres
See www.freofocus.gov.au/…. TBA

WA Child Care Advisory Committee
Advising Minister for Community Development
Community member Nov 2004 - Nov 2005
Wrote “Children at the Centre” - a visioning document for child care in the State.
Adopted as the official draft vision for child care by the committee and the Minister
(About WA CCAC)

Beaconsfield Primary School
Kindy & Pre-primary
Ongoing professional dialogue with teachers, offering assistance/encouragement/equipment.
Conducted several short sessions with children 4-5 years. Planning to do more.

Early Learning Fremantle
Co-founder
Bringing progressive early years educators and students together in the South Metro area. Including state and private, Reggio-inspired, Montessori, Steiner and alternative (Lance Holt / Summerhill inspired). Developed and manage email discussion list (now dormant)

Learning BLOG
Established one of the first weblogs to start commenting on my early learning experiences. Dialogue, reflection and discussion generated globally. Available at www.barkingowl.com/learning

“Reggio & Buddhism”
Short article published in The Challenge” - Reggio Emilia Information Exchange in Australia national journal. Available here.

Additional Education

Introduction to Reggio, Meerilinga (with Marie Martin from http://www.learningconversations.com.au/)

Advanced Study Tour to visit the Preschools & Infant Toddler Centres of Reggio Emilia, Italy

Atelierista Patricia Hunter-McGrath, Bold Park School

First Aid for Children

Other roles

Sustainable Business Network (Aust) (est. 1997)
Ongoing faciliation
See www.barkingowl.com/sustainable

The Big Love Gift Guide
“More joy, less stuff”
http://barkingowl.com/cc/
Conscious consumerism project. “Think before you buy. Gift ideas that show what a big heart you have - that bring us back together and don’t cost the earth.” Created and maintained this popular online resource for anyone wanting to think about how they spend and give. Google rates this in the Top Ten for people searching “gift + guide”, “gift guide” + christmas and No. 1 for “gift + guide + love”. Google returns over 1000 hits for “The Big Love Gift Guide”.

Photography

See a sample of my events, travel and portrait work online here. Portfolio.

Tibetan Support Network
Art exhibition & auction featuring leading West Australian artists. Works donated to help build a school in the former Tibet. Event was packed. Goodwill.
Assisted with promotion, co-ordination & artist liaison.

Treachery & Seduction on the High C’s
New operatic highlights performance. Assisted with concept, promotion & co-ordination. Generated widespread media coverage. Sell-out show.

Auto Angels
Sustainable Car Ownership
Coaching to reflect on (ethical/sustainable) business direction, goals and human resourcing.

ONGOING

Mothering Beatrice (5 years old)

Emerging art (meditation) practice
- Painting at Kidogo Art House with Paul Uhlmann: Advanced Class.
- Painting at Fremantle Arts Centre with Pam Brittain.
- Photographic projects. Portfolio online here (including some conceptual works in progress).
- Keeping a visual diary working towards paintings, photographs, conceptual works and installations

To look at what I was working on before all this…

PRE-2003 CV

And for those that don’t know what I mean by JuJu , click here. Anyone that knows The Real John and want’s to hazard a guess as to which definition I’m refering to can email me. libby@barkingowl.com

Thank you all for this. Indeed you are all good obea Jujus in the very best sense of the word. You’ve got our Mojos rising. We are convinced. From May 2006 your Brighton retreat should be up and running.

Hope reading this helps you love where you are some more, or helps you too to work out where you want to be as it has us.

xxx Libs

The first response here as the last. Short and sweet, unlike John. Well half like John. The good bit. Um. I’ll just stop there.

……………………………

1. GLASTONBURY
2. London
3. The sense of humour
4. Skiing in Europe
5. Libby, Gray and Bea will be here soon

Nowhere is faraway, everthing is on your doorstep , unlike Oz where everything is miles to reach.

Rich in Arts & culture, history & society.

Global warming is doing big things for the UK, its been the sunniest October for 100 years and you cant beat Autumn in the Uk, its beautifull.

Brighton , is different to the rest of the UK anyway, its brighter and you will find everything there & more!

1) The beautiful changing seasons, its autumn at the
mo and all the moistness and colours and the shiny wet
pavements and the crispy air, makes you feel so alive.

2) The way its so small, so easy to get about from
place to place, cosy, and the way that the chances are
you make connections with people who have heard of
people you know etc etc (e.g. lianne marx!)

3)Brighton - the beautiful easy lifestyle, the amount
of fun per square metre, the way there are groovy
lovely hippies spilling off the pebble beach, the
windier than windy wintery nights walking along the
seafront, the fact that my wonderful sister and her
unborn baby live there, that there’s so so much to get
involved in.

4) The countryside, the way its so accesible, the
stillness and quiet, and hills and peaks around
sheffield.Also the way we’re so damn close to the rest
of europe with all its variation, feels good to know.

5) the general overall down to earth ness of people
(especially up north), once you get past the bit of
british reserve, the way people don’t just walk around
like they’ve got it all handled, the way there’s so
much genuineness.

Okay so maybe these are all things you could get
anywhere, but I really appreciate the fact that I’ve
got them here, especially the ease of travelling thing
- if there’s some kind of event or course or something
happening somewhere, no matter where in the old island
it is its so easy to hop on a train, and the chances
are you’ll know somehwere who lives there cos theres
not all that far for your companions to spread out to.
Bravo for england i say.