RDA 4. Lifelong, developmental learning

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What is a Pattern

Pattern pages are used for working with RKC patterns. Patterns can be added by referencing them from the Pattern tab of Person, Social-Entity, Community of Place, or Community of Practice pages.

The Main section contains:

  • a few required fields, such as a ordering structure and usage mode, brief description, parent/sibling/offspring of Pattern and page curator(s);
  • optionally, one has the ability to display relevant images, give a full name, and longer description;
  • and, lastly, a summary of key relations which have a pattern on their "playlist" are provided here as well.
Pattern page for RDA 4. Lifelong, developmental learning pattern
SDG 4 stresses lifelong education an learning...

SDG Shortcomings

However, like other SDGs, it is an empty promise within the context of existing educational institutions and the economic interests these serve. These are incapable of addressing the multidimensional facets of whole people capable of participating authentically and fully (see also RDA 5) in whole communities.

Context

Like health care systems, educational systems are too narrowly-focused on the infinite production of workers and consumers. Most formal education focuses on transmitting learning in one direction, via a fragmented set of disciplines, ignoring the wildly varied needs, interests and potentialities of individual learners and failing to teach the most relevant life skills.

Living systems

All living systems evolve via learning that is developmental. All beings, including humans, are born with an innate ability and insatiable appetite for learning; and, that the best learning is self-learning, which occurs naturally, as part of healthy developmental processes. Indeed, it takes extraordinary efforts to interrupt the natural developmental learning process, yet our current mode of socialization is programmed to do just that for so many.

Lifelong, developmental learning

The developmental aspect of this aim, widens the focus to emphasize the lifelong development of unique, whole beings. We can say, that developmental learning is essence-sourced, in that taps into, awakens, builds on and deeply values what each individual brings into this world most uniquely. When not disrupted or deviated, most learners are naturally-drawn to discover what brings them the highest degree of aliveness. This discovery, sourced from essence, from the very core of who they are, can serve to awaken a sense of calling (or vocation) towards what they will care for beyond themselves and how the will express that caring in the larger world.

This approach is truly lifelong, in that it envisions diverse, emergent opportunities and roles responsive to that individual's uniqueness spread throughout their developmental pathway over the course of a lifetime. These roles can express themselves as meaningful livelihoods and optimally, in a meaningful life in the service of Life.

Just as whole health and well-being is nested, so too is lifelong, developmental learning. Indeed, individuals can express their wholeness and aliveness most, when they can add value to larger wholes (places, communities, systems) they are a part of--participate in. In other words, to be whole you must be able to see yourself nested in larger wholes. Where people nest most gracefully into their larger contexts, it is because their essence-sourced calling, or vocation, has aligned and embedded well within the vocation of a place, community, larger system.

Lastly, developmental learning is co-learning, it does not occur in isolation. Living beings learn collectively in response from changing conditions in ecosystems. Humans, in particular, are continually learning together with their peers to navigate change in themselves, each other and the contexts they are participating in. Communities of Place are not exempt, they must also learn developmentally: they must develop the capacity, as a collective, to integrate and value the radically abundant and diverse forms of community participation (radical participation), essence-sourced livelihoods entail.

Pattern generators

This aim could be generative of the following patterns in any Community of Place of any scale.

  • recognition that all beings, including humans, are born with an insatiable ability and appetite for learning; and that learning occurs naturally, as part of a healthy developmental process [4.0a]
  • recognition that learning is either activated or stymied depending on the appropriateness of context (physical setting, emotional conditions), the approach used, the learner’s being state and the relevance of content to each individual [4.0b]
  • recognition that the role of those who guide learning for any individual, is to awaken inherent capabilities, reveal unique essence and support capacity for self-knowing, in order that each being can develop their truest potential expressed through those capabilities and that essence [4.0c]
  • provision of holistic, free and equitable, place-sourced lifelong, developmental learning and capacity-building opportunities for all, especially those less-privileged or most vulnerable[4.1-3,5-6; 4b]
  • provision of universal access to capacity-building around traditional skills and regenerative practices [4.4,7]
  • provision of safe, non-violent, inclusive, ecologically-sound and healthy learning environments for all [4.a]
  • preparation of adults to participate in the lifelong, developmental learning of all children in the community [4.c]
  • capacity-building in each person for spiritual/contemplative practices that generate inner peace and clarity [4.d]
  • encouragement for each person from childhood to express themselves and their uniqueness in positive and beautiful ways [4.e]
  • from childhood onward, nurturing of a sense of interconnectedness with the living world, especially in places they belong to [4.f]
  • valuing the radical participation, knowledge and wisdom of elders in community life; especially in all aspects of capacity-building, and passing on traditions and shared community values [4.g]


Note: SDG target linkages in brackets.

Ordering & Usage

Ordering Structures Usage Modes
  • Pathways (aim-pathway-practice)
  • aim

Associations

Persons: -none-
Initiatives: -none-

Resolution of Forces & Use Cases

Activating Force: Education nowadays is hampering children from growing their innate learning capabilities while fostering a mechanistic and unidirectional way of learning through silos and out of touch with reality and its multidimensionalities, as well as it is not experiencial and essence-based learning.
Restraining Force: The high level of student alienation, stress or anxiety disorders, suicides, among others as well as the high level of educators depressions and burnouts do show us that our educational system is not healthy.
Reconciling Force: Promote an educational system that is essence and place-based. This will foster individual wellbeing and developmental process as well as will nurture community guilding, a process that nurtures reciprocal relationships of care and wisdom transfer.



Utilization & More

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About Utilization Tab...

The Utilization tab shows which Processes--case study, story, journey, curriculum, research study, etc--this Pattern is applied in.


Interventions expressing RDA 4. Lifelong, developmental learning pattern:

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About Process Tab...

Process Patterns tab is meant as a staging area for listing/creating Patterns that make part of this Process Pattern.


Patterns associated to RDA 4. Lifelong, developmental learning Process Pattern:

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About Narratives Tab...

The Narratives tab allows for various types of narrative about the Pattern, any relevant research, a review about its use, etc.


Narrative elements created from RDA 4. Lifelong, developmental learning:


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About Essence Tab...

The Essence tab allows for anyone in RKC to comment on what makes a pattern unique along three different dimensions:
   Aliveness: What energizes this being that really makes it come alive, beyond the functional of everyday existence.
   Offering: The unique value a pattern offers in order to bring a higher-order of viability and vitality to, or evolve a particular system they are working to transform (this is context specific).
   Potential: A tendency in a being that this pattern is continually striving to manifest into existence.
Over time, this feature can offer deeper insights to what each pattern brings to this co-creative space.


No results


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