CLEARING Compendium 2009

quate solutions were found simply by rearranging human relations, new habits, designs and dreams (the right line of the U). The bot-
in race, class and gender terms. While that is absolutely necessary, tom line of the U is the incubation process between the letting go
it is tragically inadequate. I realize that the future lies in multi-sen- and letting come.
sory pedagogy that nurtures our multi-sensory engagement in and I urge the readers, you draw a U and practice for yourself.
with the earth. As eco-philosopher David Abram awakens us: “The
fate of the earth depends on a return to our senses.” Selected References
Sixth, Learning should inculcate Integral Visions and Designs
Benyus, Jenine. (2004). “Biomimicry: What would nature do here?”
in Nature’s operating instructions: The true biotechnologies. Ausubel, K. and
The readers of this journal have worked miracles in the
Harpignies, J.P. (eds). San Francisco: Sierra Club Books. PP 3-16.
outward-bound and experiential education ﬁelds. But most of this
genre is poised as antithetical to skills needed for what I call the
Capra, Fritjof. (2002). Hidden Connections. Integrating the Biological,
“homewardbound.” On the other side, many of us have worked
Cognitive, and Social Dimensions of Life into Science of Sustainability. New York:
in creating sustainable livelihoods, through agro-ecology, perma-
Doubleday.
culture, ﬁsheries, sustainable industries and such. These home-
Hawken, Paul. (2007). Blessed unrest: How the largest movement in the
ward-bounders have hardly any time to enjoy raw nature, like the
world aame into being and why no one saw it coming. New York: Viking (pub-
“outwardbounders” do.
lished by the Penguin Group).
There is hardly any dialogue, sharing and mutual learning
between the two genres. Such isolation does not allow us to ﬁnd
Jones, Van. (2008). The green collar economy: How one solution can ﬁx our
integral visions or integrative solutions. In other words, how
two pressing problems. New York: Harper Collins.
could we bring the David Thoreau(s) and Wendell Berry(s) in

Parajuli, Pramod. (2009). Greening Our Cultures: Emergent Properties of
the same imagination? Vandana Shiva(s) and Jenine Benyus(s) at
Life and Livelihoods, Learning and Leadership. Manuscript. Prescott College.
the same table? I urge us to develop such learning designs that
connect the outward-bounders with the homeward-bounders,
Parajuli, Pramod. (2006a). “Learning suitable to life and livability: In-
the wild with the domestic, nature with culture and the forest novations through learning gardens” Connections 8: 1: 6-7.
with the farm. A deeply and truly integrative vision and design
is needed to heal the wounds that have been inﬂicted between
Parajuli, Pramod. (2006b). ‘Coming home to the earth household:
the cities, where most of the consumption happens, and the rural
Indigenous communities and ecological citizenship in India” in J. Kunnie
and N. Goduka Eds. Indigenous Peoples’ Wisdom and Power. London: Ashgate.
where most of the production happens. The same could be accom-
pp. 175-193.
plished between the industrial sector that eats up bunch of raw
materials and agriculture where such raw materials are sustained. Parajuli, Pramod. (2004). Revisiting Gandhi and Zapata: Motion of
How could we bind the buyers and the producers by the same
global capital, geographies of difference and the formation of ecological
thread of ecological health, diversity, justice and integrity?
ethnicities. in Mario Blaser and Harvey Feit eds, In the way of development:
Indigenous Peoples, life projects and globalization. London: Zed Press. Chapter
Seventh, let us move from Discourse to Design
14. pp. 235-255.
My students tell me that they want to learn deep sustainabil-
Parajuli, Pramod. (2001). How can four trees make a jungle? The world
ity in product as well as process, in content as well as the method
and the wild. Tucson: The University of Arizona Press. pp. 3-20.
of inquiry. I am convinced, it is not by saturating them with
discursive pessimism (even when substantiated with facts) but
Parajuli, Pramod, Dardis, Greg and Hahn, Tim. (2008). Curriculum De-
cultivating in them incurable optimism but which is informed by
velopment and Teacher Preparation for the Learning Gardens. A report submitted
reliable dreams and viable designs. In my courses, such as Leader-
to the Oregon Community Foundation.
ship for Sustainability, Sustainability Theory and Practice, Modes
Shiva, Vandana. (2006). Earth democracy. Boston: Southend Press.
of Scholarly Inquiry, each student begins to articulate his/her

wildest dream that they want to achieve in ten years. Then they
Stone, Michael. K and Barlow, Zenobia. (eds.). (2005). Ecological literacy:
follow a 4Ds protocol: Diagnosis, Dream, Design and Delivery. Educating our children for a sustainable world. San Francisco: Sierra Club
It is important that we embrace diversity of learning needs of each
Books.
student and let them grow into their own space and dreams. But
Williams, Terry, Tempest. (2004). The open space of democracy. Bar-
push them to the wildest side, we must.
rington, MA: Orion Society.

Eighth, Cultivate Leadership in the open Space of Democracy
Pramod Parajuli is the Director of Program Development in Sustainabililty Ed-
Terry Tempest Williams has articulated the notion of open
ucation at Prescott College in Arizona. He has designed and developed
space of democracy for our turbulent times. She writes: Open
various academic and community empowerment programs including
space of democracy is interested in circular, not linear power—
the Learning Gardens and the Leadership in Ecology, Culture and
power reserved not for entitled few but shared by many (Williams
Learning (LECL), a graduate program at Portland State University,
2004). I also want to introduce a fairly new book by Otto Scharm-
Portland, Oregon (2002-2008). At Prescott College, he is incubating
er, entitled, Theory U: Leading from the future as it emerges. To begin
several new innovations that could build on its forty years of accom-
with, Otto asks us to have open mind, open heart and open will.
plishments and seek new heights and horizons.
Only when we let go of the old habits, dreams and designs (the
left line of the U), we can transition towards letting come of the
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