El cuerpo y el pilotaje del glass-cockpit

This activity is basically the dream of the nursery teachers. It seems easy, but it is not because the building department of ChildCity had decided that the planting of ‘willow huts’ does not fit current building plans and codes. One staff member feels particularly responsible for this activity due to her large commitment from the start and the effect the inspiring stories from other teachers and the representative of Real Well-being. She decides, with some support and encouragement from Real Well-being, to plant during the upcoming spring ‘no matter what’. That same spring the youngest group of children is able to play in the emerging willow tree huts. A key lesson here is that innovators can give that little push that is needed to move forward.

Figure 8 is a re-creation of Figure 3, but this time we have included the five tipping points that contributed to the overall transition. In each of the tipping points the threat of a breakdown and the emergence of a ‘go-no-go’ are present. If such a

breakdown or collapse of the process had occurred it may have led to the conclusion that this type of hybrid learning was impossible due to institutional blockages. The

interventions and actions from the innovation agent seem to be crucial in facilitating the formation of a hybrid learning configuration that could lead to a transition or

transformation (here towards a biodiverse, green, pedagogically sound playground that might provide a basis for ecological mindfulness).

Shortly after the planting of the willow tree huts (Figure 9) there seemed to be a ripple effect: not only in ChildCity but also in 30 surrounding locations. Initiatives like the ones in ChildCity were taken up with the Foundation of Real Well-being acting as the facilitating organization (Figure 7).

Figure 8: Interventions at tipping points.

Figure 9: Children playing in willow tree huts at Child City.

4

people are longing for concrete activities, but everybody is waiting for someone else to take the lead, resulting in non-action. Here the roles of the board, the management, the teachers and the innovation agent become clearer and negotiable, step by step. A key lesson here is that these roles and expectations should become clear early on in the initial stages.

Phase 4: use of nature guides: ‘nature is not scary but fun’

The experts (nature guides) invited by Real Well-being know how to explore and experience nature. They take groups of children and their teachers out into the green spaces in and around ChildCity. Using Cornell’s Flow-learning (Cornell, 1988/89) as a guiding framework the children engage in activities like a blinded walk holding a rope.

It’s inviting, new, adventurous and exciting. They experience nature without seeing, but they feel, hear and sense more than they are used to. Feeling sticks, plants and leaves, sensing mud and stones with their hands, smelling traces of flowers, finding watercress and adding it to their lunch, are experiences which all help in developing some

connection with appreciation of nature. Children and teachers learn to trust this type of activity. A key lesson here is that nature does not have to be feared but can be fun to be in.

Phase 5: planting the willow huts: ‘just plant them, no matter what!’

This activity is basically the dream of the nursery teachers. It seems easy, but it is not because the building department of ChildCity had decided that the planting of ‘willow huts’ does not fit current building plans and codes. One staff member feels particularly responsible for this activity due to her large commitment from the start and the effect the inspiring stories from other teachers and the representative of Real Well-being. She decides, with some support and encouragement from Real Well-being, to plant during the upcoming spring ‘no matter what’. That same spring the youngest group of children is able to play in the emerging willow tree huts. A key lesson here is that innovators can give that little push that is needed to move forward.

Figure 8 is a re-creation of Figure 3, but this time we have included the five tipping points that contributed to the overall transition. In each of the tipping points the threat of a breakdown and the emergence of a ‘go-no-go’ are present. If such a

breakdown or collapse of the process had occurred it may have led to the conclusion that this type of hybrid learning was impossible due to institutional blockages. The

interventions and actions from the innovation agent seem to be crucial in facilitating the formation of a hybrid learning configuration that could lead to a transition or

transformation (here towards a biodiverse, green, pedagogically sound playground that might provide a basis for ecological mindfulness).

Shortly after the planting of the willow tree huts (Figure 9) there seemed to be a ripple effect: not only in ChildCity but also in 30 surrounding locations. Initiatives like the ones in ChildCity were taken up with the Foundation of Real Well-being acting as the facilitating organization (Figure 7).

Figure 8: Interventions at tipping points.

Figure 9: Children playing in willow tree huts at ChildCity.

fotograaf Miranda Boland

4.6 Conditions for hybrid learning in vital coalitions

Although hybrid learning among multiple actors representing different vantage points and interests is seen as a way of opening up new spaces that allow for transformative learning, this study makes clear that the potential of such learning is greatest when certain conditions are met and crucial interventions at tipping points are made. The interventions as per- formed by the innovation agent ‘Real Well-being’ are an example of how boundaries sometimes need to be blurred in order to evoke a reflexive attitude.

Reflexivity enhances the emergence of social learning processes and its outcomes.

Therefore we come to the conclusion that reflexivity in itself is both a condition and an outcome of ecological mindfulness. Fritjof Capra suggests that one essence of

sustainability can be found in resilience or the manner in which eco-systems are organised and can deal with disruptions (Capra, 1994). It is not about the individual principles and elements, but rather about the system as a whole that is constantly in motion and developing and that, as a whole, makes up more than the sum of its parts.

‘Healthy’ eco-systems are actually learning systems, Capra argues (2007). A question is whether people, as a part of nature, are capable of forming a learning system that can cope with the challenges that we face in a risk society. As Wals and Dillon write:

‘‘Learning in the context of environment and sustainability then becomes a means for working towards a ‘learning system’ […]and where people collectively become more capable of withstanding setbacks and dealing with insecurity, complexity and risks’’

(2013, p. 258).

We can draw some lessons from the ChildCity Case for the development of ecological mindfulness. The development of ecological mindfulness through hybrid learning con- figurations depends on several conditions, such as:

 The availability and support of so-called free actors within organisations such as the staff members within schools or as change agents outside organisations, such as the foundation for Real Well-being; who sense the tipping points and know how to intervene when needed;

 Commitment and trust from active and performing groups, such as the nursery teachers and the board of ChildCity;

 Challenging and inviting activities for the primary focus groups, in this case the children, to do daring and adventurous things, such as walking blinded in wild nature, but also being able to play in willow-huts.

Therefore it seems wise to anticipate institutional possibilities, conditions and constraints during the development of hybrid learning configurations and associated vital coalitions.

George Siemens speaks of a ‘‘learning ecology’’ to emphasize that connectivity between people is influenced and can be strengthened by a number of inter-related

factors that together form a learning configuration (2005). He uses the concept of

‘connectivism’ to refer to the need for the integration of principles explored by chaos, network, and complexity and self-organization theories. Siemens, who has a computer science background, does not make the link with place and ecological mindfulness but it does not take much to expand the metaphorical ecological to the ecological as referred to by, for instance, ecologists and environmental educators. A key challenge for

environmental and sustainability educators is to establish connections with places in which learning occurs with the aim of improving those places ecologically,

socio-culturally, environmentally and ethically, while simultaneously improving the wellbeing of those involved.

The example of ChildCity deals with pre-schools but there are other examples that extend beyond pre-schools. Around the globe, ‘whole school approaches’ to sustainability and the creation of eco-schools exemplify emerging hybrid practices that blend

education, the use of new information technologies, citizen-science, research, and community engagement (Hargreaves, 2008; Bell and Dyment, 2008). Some initiatives involve redesigning school grounds to give them a more central place in teaching about health, food and ecology but which also provide opportunities to learn about

collaboration, dealing with conflicting perspectives, planning processes and making decisions. By creating ‘edible school gardens’ with the involvement of wide range of societal actors (for example, a local garden centre, a local restaurant, a community organization, young people, senior people with time and knowledge of gardening, teachers, school administrators and the local government) the relationship between school, community and place can be transformed.

Planning, maintaining and harvesting require basic knowledge and understanding that connects with the curriculum as well as affording other benefits far beyond the curriculum, such as community engagement, learner empowerment, and an improved connection with food and place. Educators in vital coalitions become skilled in engaging their students in place-based sustainability challenges, linking them with a range of societal actors while distilling teachable moments and making connections with the curriculum. In a vital coalition every participant is a co-learner and a co-teacher at the same time. As such one might speak of distributed teaching and learning.

This study shows that such initiatives -most occurring against the grain of accountability and measurement- do not follow a fixed pattern or some kind of blueprint for change. What appears to be crucial is the building of trust, commitment and social cohesion among all involved but also reflexivity and the ability to ‘read’ the tipping points and to come up with the right interventions at the right time. At the same time the active presence of an ‘innovation broker’ such as Real Well-being should not be underestimated.

4

4.6 Conditions for hybrid learning in vital coalitions

Although hybrid learning among multiple actors representing different vantage points and interests is seen as a way of opening up new spaces that allow for transformative learning, this study makes clear that the potential of such learning is greatest when certain conditions are met and crucial interventions at tipping points are made. The interventions as per- formed by the innovation agent ‘Real Well-being’ are an example of how boundaries sometimes need to be blurred in order to evoke a reflexive attitude.

Reflexivity enhances the emergence of social learning processes and its outcomes.

Therefore we come to the conclusion that reflexivity in itself is both a condition and an outcome of ecological mindfulness. Fritjof Capra suggests that one essence of

sustainability can be found in resilience or the manner in which eco-systems are organised and can deal with disruptions (Capra, 1994). It is not about the individual principles and elements, but rather about the system as a whole that is constantly in motion and developing and that, as a whole, makes up more than the sum of its parts.

‘Healthy’ eco-systems are actually learning systems, Capra argues (2007). A question is whether people, as a part of nature, are capable of forming a learning system that can cope with the challenges that we face in a risk society. As Wals and Dillon write:

‘‘Learning in the context of environment and sustainability then becomes a means for working towards a ‘learning system’ […]and where people collectively become more capable of withstanding setbacks and dealing with insecurity, complexity and risks’’

(2013, p. 258).

We can draw some lessons from the ChildCity Case for the development of ecological mindfulness. The development of ecological mindfulness through hybrid learning con- figurations depends on several conditions, such as:

 The availability and support of so-called free actors within organisations such as the staff members within schools or as change agents outside organisations, such as the foundation for Real Well-being; who sense the tipping points and know how to intervene when needed;

 Commitment and trust from active and performing groups, such as the nursery teachers and the board of ChildCity;

 Challenging and inviting activities for the primary focus groups, in this case the children, to do daring and adventurous things, such as walking blinded in wild nature, but also being able to play in willow-huts.

Therefore it seems wise to anticipate institutional possibilities, conditions and constraints during the development of hybrid learning configurations and associated vital coalitions.

George Siemens speaks of a ‘‘learning ecology’’ to emphasize that connectivity between people is influenced and can be strengthened by a number of inter-related

factors that together form a learning configuration (2005). He uses the concept of

‘connectivism’ to refer to the need for the integration of principles explored by chaos, network, and complexity and self-organization theories. Siemens, who has a computer science background, does not make the link with place and ecological mindfulness but it does not take much to expand the metaphorical ecological to the ecological as referred to by, for instance, ecologists and environmental educators. A key challenge for

environmental and sustainability educators is to establish connections with places in which learning occurs with the aim of improving those places ecologically,

socio-culturally, environmentally and ethically, while simultaneously improving the wellbeing of those involved.

The example of ChildCity deals with pre-schools but there are other examples that extend beyond pre-schools. Around the globe, ‘whole school approaches’ to sustainability and the creation of eco-schools exemplify emerging hybrid practices that blend

education, the use of new information technologies, citizen-science, research, and community engagement (Hargreaves, 2008; Bell and Dyment, 2008). Some initiatives involve redesigning school grounds to give them a more central place in teaching about health, food and ecology but which also provide opportunities to learn about

collaboration, dealing with conflicting perspectives, planning processes and making decisions. By creating ‘edible school gardens’ with the involvement of wide range of societal actors (for example, a local garden centre, a local restaurant, a community organization, young people, senior people with time and knowledge of gardening, teachers, school administrators and the local government) the relationship between school, community and place can be transformed.

Planning, maintaining and harvesting require basic knowledge and understanding that connects with the curriculum as well as affording other benefits far beyond the curriculum, such as community engagement, learner empowerment, and an improved connection with food and place. Educators in vital coalitions become skilled in engaging their students in place-based sustainability challenges, linking them with a range of societal actors while distilling teachable moments and making connections with the curriculum. In a vital coalition every participant is a co-learner and a co-teacher at the same time. As such one might speak of distributed teaching and learning.

This study shows that such initiatives -most occurring against the grain of accountability and measurement- do not follow a fixed pattern or some kind of blueprint for change. What appears to be crucial is the building of trust, commitment and social cohesion among all involved but also reflexivity and the ability to ‘read’ the tipping points and to come up with the right interventions at the right time. At the same time the active presence of an ‘innovation broker’ such as Real Well-being should not be underestimated.

Chapter 5: Reframing the future: the role of reflexivity in