it’s about re making something from nothing which enhances a situation and re animates the everyday.I can see a way forward which is offering mentoring course on teaching people practical skills with tools and materials whereby they become competent with their hands that they have an unconscious competency.Once people have an unconscious competency with their abilities with hands , tools and materials they then have the freedom to imaginatively play.Applying an intuitive discernment to situations and circumstances whereby something is repaired, re made or replaced using discarded scrap Objects or recycled material.It brings joy and play back into the everyday and re animates life on earth.
I’m on the trail and feel quite hopeful.Meanwhile I’m really getting a lot of support from D Winnicott who wrote “Play and Reality“ and his main interest was on a “facilitated environment “ . It’s how the New Zealand Family conferencing philosophy was underpinned, which is now mainstream in this country.
The facilitated environment is what I used to do in the parks by creating and holding a safe , playful ( real play as in the indigenous cultures ideas of stopping linear time periodically to create sacred time . From my Understanding sacred time was made by folding imagination through play “ as if “ and imbue / fuse the natural world together) , basically re animate the everyday, which brought new vitality, meaning and purpose and life back to the community.I see the the roll of the facilitation as leading from behind or Winnicott would say creating an environment of the “ good enough mother “.For me this kind of facilitation is underpinned by integrating the elemental principles of water as a philosophy.
Years ago the Labour Party set up research into Learning outside the class room, I went to a few of the seminars that were held in Bristol.
The findings at the time where that learning outside the classroom was of tremendous benefit and one quote from an academic was that ‘ The worst outside learning experience in better than the best indoor learning experience‘.
The climate feels ready to promote these ways of learning what with the limited accessibility of younger people being able to be accommodated into a Class room setting.
From my thirty years experience of working outside with young people I can see there’s another way of learning, more like a scaffolding learnIng between all generations whereby young and old work practically alongside each other where dialogue is evoked through curiosity and subject matter evolves through individual and group practical work. This way of working together can be expanded and deepened by applying different subject knowledge around the task.
Some thirty years ago I worked on neglected housing estates where most of the children were not in school and a lot were being apprenticed into drug mentorships by local cartels.
Some funding from local authority had been allocated to one of these housing estates and without any discussion a new state of the art playground was installed.
When it was being installed one of the contractors said to the young people and children this playground equipment is indestructible.
This statement fired the kids imaginations ( James Hillman, the image inspires)
In no time at all they’d stolen a ships rope from the dockyard , hauled it back , tied one end off to the top rail on the swings and the other end they tied off to the centre axle stem of the rounderabout. They then simply sat on the far edge of the roundabout and rotated it , slowly tightening up the rope around the centre axle. Of course they’d just re invented their own windlass and with great ease pulled the ‘indestructible’ swings clean out of the ground.
I learnt a lot from this event and have applied the methodologies within my social art practice from here on.
Keeping in mind what I had learnt from the young people and children’s own dynamic self motivated engagement with society on a Plymouth housing estate thirty years ago.
Following these principles:
-Follow the young people’s curiosity and imagination and engage with it with creative dialogue.
-Bring in subjects around their experiences and what they’d practically embodied .
-Deepen dialogue and open up the depths of subjects around they’re curiosity.
For example the destruction of the playground and the creative imagination .
– History of the windlass: tall ship, Cathedrals and Great Wall of China.
Rope making , plants / nature
– physics, maths :angles , triangles , equations , force and velocity, ,
– engineering etc
what’s important about this way of learning is it’s young person led and also many subjects are being taught simultaneously,
It’s kind of learning without even realising the young person is learning.
It’s also based on relationships that are trustworthy between different generations and because of this it’s possible to invite new tutors/ elders into the mix who could bring in more specialisms and wisdoms.
This would then set a mentoring program for each young person to be able to specialise in fields that call to their imaginative intrigue.
The task is then completed because the young person has been woken to their own discernment and intrigue to learn, they are then contributing to society and as they age become more engaged and contribute.
True power. is being yourself, nothing more and nothing other .
When one works on being authentic there’s a generosity of intention and others sense your own authenticity.
From this premise a genuine authority emerges and ones power brings abundance.