Written by Lauren Goodey
In August this year, Land in Curiosity joined Classroom Alive for their second bootcamp, a space to organise and plan walking-learning journeys. Whilst at the bootcamp, we met Alan (<3) , a founder of Open Masters, he told us about Emergent Strategy (ES), written by adrienne maree brown (amb), and highly recommended that we read it. So as a group, looking for clearer ways to work together, we made a commitment to do so. This blog post explores parts of how emergent strategy fits into the year long walk that LiC is organising starting May 2019, questions about how we could use ES, and examples of how we have used ES within past walks and working together.
"To see our own lives and work and relationships as a front line, the first place we can practice justice, liberation, and alignment with each other and the planet." amb
Land in Curiosity’s walking journeys involve living outside and studying whilst on the move, so by their very nature, involve having to adapt to constant change.
For example, changes in resources, landscapes, the local communities, weather, group numbers, abilities, and seasons. Land In Curiosity designs group roles (eg. facilitator, learning coordinator, food team etc) so they are open to change and regularly have new people taking them on. amb speaks of ‘intentional adaptation’ as opposed to change. This question of intent is profoundly important. How do we meet constant change and stay in touch with our deeper purpose? We agreed that sometimes our purpose, or the purpose of a discussion, might need to change. That’s okay, but it’s important to acknowledge. (eg. we come to a discussion to process a conflict, but what is really needed is a space to grief. We acknowledge this, change purpose, and can come back to process the conflict at a later date).
“I'm talking about the combination of adaptation with intention, where in the orientation and movement towards life, to is adaptation. this is the process of changing or staying in touch with deeper purpose and longing.”
Conflict circles, daily check-ins, sit spots, learning together, play, awareness around dominant structures, embodiment through walking; these are some of the collective practises that help us to adapt.
Education is free and accessible.
Education is malleable to an individual’s or a group’s needs.
Learning is influenced by our passions and sparks.
Learning is guided and supported by our commitments,
harvested and shared by it’s application in the world.
People learn at all ages.
Learning can be our purpose.
We are learning how to learn.
We are learning what to learn.
Education that isn't certified is valued and acknowledged by proof of the person, projects or applications created
We have learnt beautiful ways of living together, constantly
deconstructing violent ways of being inwardly and outwardly and with the natural world.
We play, love, work, enjoy, collaborate,
meet conflict together.
We recognise our interdependance.
We support each other in 1000 ways.
Humans are not seen as separate from nature, but as a vital part of a beautiful and intelligent ecosystem.
We aim to live harmoniously,
we have full and meaningful perceptions guided by nature.
We are in a vital collaboration.
We do not abuse nature, suppress or exhaust their resources.
Nature is teacher and a refuge.
It can also be cruel. We respect it all the same.
The term nature doesn’t exclude technology.
It’s not opposed to cities, buildings or human-made systems.
Nature exists in all of those things.
Likewise, ‘living harmoniously’ doesn’t need to exclude things like flying in a plane, cutting down trees, eating animal products, etc.
What it does mean is that we need to pay close attention to the impact our tools and systems
have on ourselves
and the web of beings we are are connected to,
and adjust when the bad outweighs the good.