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Global Community - Transformational Learning: Lessons from the Amazon Rainforest
Transcript of Global Community - Transformational Learning: Lessons from the Amazon Rainforest
Mindfulness into Action:
A Transformational Learning Experience Mariana I. Vergara
Participatory Action Research is "engaged research" looking at the process through which participants co-construct and take the
initial steps toward an actionable and empowering strategy
to address their concerns (Heron, 1996; Reason & Bradbury, 2010).
Bray, Lee, Smith & Yorks (2000) define Collaborative Inquiry
as a process consisting of repeated episodes of reflection
and action through which a group of peers
answer a question of importance to them. These different perspectives are called "mental models". However, in order to deal with the mental demands of modern life, adult thinking needs to continue to evolve through higher levels of consciousness. Sometimes, people have different ways of looking at life because they have distinguishing life experiences. The aim of this project is to achieve mindfulness
by looking at our taken-for-granted assumptions
then, we move into Action to co-create a
Participatory Action Research study with
the Indigenous Kichwa community of Rio Blanco Orlando Fals Borda (2006) describes the painful duty as researchers
to decolonize ourselves, to discover the reactionary traits and ideas
implanted in our minds
and behaviors mostly
by the learning process. 2009 2009 2012 2010 If you would you like to join our Global Community Development Working Group, contact us at: email@example.com This Indigenous community has over 500 years under colonization.
Knowledge is power, when the "colonized" person identifies the "mental models" that guide his/her behavior, this person can find his/her own power within and exercise
an agentic behavior. Co-creating a
Global Community In July 2009, I went to the
Amazon rain forest and did Participatory Action Research in conjunction with the Indigenous Kichwa community of Rio Blanco. By 2012, many people have joined this effort of "Mindfulness into Action". This presentation is trying to summarize some of the outcomes, and invite you to join us... Introduction July 2009, presenting this project to the CEJJES Institute in New York
May 2010, winner of the "Visual Narrative Award" at the Social Media Issues Festival
at Teachers College
December 2010, presenting this initiative to the Human Dignity & Humiliation Studies Network in New York
June 2011, presenting this project at the launch of the World Dignity Initiative in Oslo
October 2011, presenting this pilot at Washington & Jefferson College in Pennsylvania, US
December 2011, presenting this initiative at the 8th Workshop of Transforming Humiliation and Violent Conflict at Teachers College In 2010, our video was the winner of the "Visual Narrative Award"
First Annual Social Issue Media Festival
at Teachers College Our "inner world" never disappears, but we try to put it mindfully into parenthesis. This technique is called "bracketing". Yorks (2005) describes "bracketing" as occurring when the present is "bracketed" for purposes of learning with the intention of creating actionable knowledge and new meaning. In this way, we are capable to set aside one's taken-for-granted orientation to a particular phenomena. At the individual level, the design of
this project uses Phenomenological Documentation.
We use Heidegger Existential Phenomenology, as a way to exercise phenomenology inquiry,
making sense of "life experiences" in order
to identify our "own mental models", and then co-construct plans of action with the Indigenous Kichwa community of Rio Blanco Mindfulness into Action
The case for Integrating Phenomenological Documentation with Participatory Action Research through Collaborative Inquiry (a) content (what is perceived, thought, and felt in terms of both formal knowledge and their personal stories);
(b) process (how this content is being experienced and processed); and
(c) the taken-for-granted premisses and suppositions revealed by this reflexive process. In this context, all parties involved in this
co-inquiry need to be consistently
reflexive and testing
(a) content; (b) process ; and
(c) the taken-for-granted assumptions. Engaging in this level of reflexivity requires both the intention and the skill for what Torbert (1991,2001, 2004) has identified as first person, second person and third person action inquiry. When the Washington & Jefferson College Environmental Science students went to the Amazon, they had already decided what type of intervention they were going to perform in the field. This type of research paradigm is called research "on" people. However, by the conclusion of the trip, their research paradigm had shifted. They were conscious (mindful) of doing research "with" people, instead "on" them.
College students Outcomes Due to Globalization, the Amazon rain forest is facing many challenges... In July 2009, the Indigenous Kichwa community of Rio Blanco were able to pin point their "mental models" of oppression and set the following goals:
Obtain property titles of their lands
Build a road for access to Rio Blanco
Create a school for their children
Create a Natural Medicine School
Create a mechanism to process natural medicine
Create a Healing Center
Collect seeds from endangered medicinal tress and medicinal herbs
Reforest these medicinal trees
As a result, by September 2009, the Kichwa community made the mining company leave their land without the use of violence
By 2010, four additional mining companies were driven out
By 2011, all 45 families obtained their property titles, the road to Rio Blanco was built, and now faculty and students have access to this initiative in the Amazon rain forest
Indigenous Kichwa Community Outcomes A) Indigenous Kichwa Community
B) Doctoral Student
C) College Students Outcomes from this
Mindfulness into Action Doctoral Student Outcomes Doctoral Student Outcomes March 2012, discussing this initiative at the Global Community Forum at Teachers College
April 2012, discussing this pilot with the Mindfulness & Education Working Group at Teachers College
May 2012, presenting this study at Clark University in Massachusetts, US
June 2012, students from Washington & Jefferson College make a trip to the Amazon to perform Participatory Action Research
July 2012, this pilot becomes a branch of the World Dignity University
October 2012, presenting this initiative at Teachers College
November 2012, presenting this study at the 14th Conference of Social and Community Psychology at the Norwegian University of Science and Technology in Trondheim, Norway
December 2012, presenting this pilot at the 9th Workshop of Transforming Humiliation and Violent Conflict at Teachers College During our Participatory Action Research Creation of a Natural Medicine School
& its supporting Textbook Among the goals identified by the
Indigenous Kichwa Community: Gathering inventory data of Medicinal Trees and Medicinal Herbs for textbook
Development of Capstone for their academic purposes Environmental Studies
College Students Outcomes AEGIS
Adult Education Guided Intensive Study In 2009, I began pursuing my doctoral studies at AEGIS at Teachers College, Columbia University. During my AEGIS experience in June 2009, I went through what it is called a "disorienting dilemma". This "disorienting dilemma" triggered my transformational learning. Transformational Learning theory as presented by Mezirow (1991), "is when we interpret an old experience (or a new one) from a new set of expectations" (p.11). As a result, I went to the Amazon rainforest and this initiative began. They are 45 extended families (472 people) in Rio Blanco, Napo at the Ecuadorian Amazon rain forest region. Indigenous Kichwa Community of Rio Blanco This project uses
We use Heidegger existential phenomenology, as a way
to exercise phenomenology inquiry, to
"Be Here Now"
Mindfully making sense of "life experiences"
in order to identify
our "own mental models",
then move into Action and co-construct
plans of action with the
Indigenous Kichwa community
of Rio Blanco When we participate in this Mindfulness into Action project, through cycles of reflexion, we identify our taken-for-granted assumptions. This process facilitates mindfulness. Then, we move into action to co-create a Global Community Conclusion Currently, these students are making presentations in different departments (biology, anthropology, etc) at Washington & Jefferson College to recruit more students for this project.
Would you like to join us in this effort
to Co-Create a Global Community? Environmental Science
College Students Outcomes