permaculture

[Sarah <sarah52blue@yahoo.com>]

Hello all:
 
Does anyone have any direct experience with Free Power Systems solar powered 
tillers? Are they powerful enough?
http://www.freepowersys.com/index.htm
 
Best regards,
 
Sarah



>From cory8570@yahoo.com  Sun Aug 15 21:11:28 2010
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Date: Sun, 15 Aug 2010 18:11:25 -0700 (PDT)
From: Cory Brennan <cory8570@yahoo.com>
To: permaculture <permaculture@lists.ibiblio.org>
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Subject: Re: [permaculture] Designing a Movement
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I personally urge my students to apprentice for minimum of two years before 
even thinking about teaching permaculture. I apprenticed with several 
different experienced mentors for five and continue to be mentored as well as 
mentoring others. 

A requirement for teaching a design course should be to read and understand 
both Mollison's and Holmgren's books and be able to apply (or know someone 
who does and can teach with you) most of the techniques in them. 

There is no way one can learn such a vast subject in two weeks, but one can 
learn the basics of design and then continue to perfect one's craft. 

Since Australia stopped certifying people, there really is no standard, thus 
the certificate does not have any sort of quality control on it which gives 
it less meaning and value. I believe it is up to us as a body to create some 
form of quality control or the subject could become so watered down or filled 
with so much incorrect information that it will become much less relevant. I 
feel an obligation to continue to mentor students and ensure they really 
understand it, whenever possible.  

Anyone interested in forming a committee to create a quality control body re: 
teacher certification?  We could discuss what that would mean, who would need 
to be on it, how the quality control part would work, etc. 

Cory
 

--- On Sun, 8/15/10, Andrew McSwain <aeromax.way@gmail.com> wrote:

> From: Andrew McSwain <aeromax.way@gmail.com>
> Subject: Re: [permaculture] Designing a Movement
> To: "permaculture" <permaculture@lists.ibiblio.org>
> Date: Sunday, August 15, 2010, 3:55 PM
> I definately was not aware of all of
> this. I doubt that many others are in
> this group. These observations, strategies, and pedagogical
> methodologies
> should definately be incorporated, or at least considered,
> during the
> formulation of our solution to how to keep permaculture
> from becoming
> watered down and developing a reputation as being somewhat
> less than
> professional and unworthy or unqualified to collaborate in
> the design
> process.
> 
> points i noticed:
> common faults in teaching how permaculture would be taught
> common flaws in how permaculture is applied
> 
> Solutions:
> 
> In how to teach how to teach: The end-of-course
> presentation to critique and
> evaluate the pedagogical methodology of the student
> 
> In how permaculture is taught: Perhaps the 72 hour
> intensive is not enough
> time to pass permaculture. We should not expect that
> everyone will fill in
> the gaps of a shoddy permaculture course with dedication to
> self study. A
> solution to this could be the Modular addition to the 72
> hour Intensive
> course.
> 
> The apprenticeship is another solution to the lack of depth
> of the course
> due to such a small teaching time, but how is this
> integrated into the
> curriculum. Is it required? Is there a distinction for the
> increased
> teaching time?
> 
> What about further certifications and knowledge
> evaluations? For example, A
> test or some other mechanism that evaluates your knowledge
> of a specific
> subject related to permaculture.
> 
> The third prong that you mentinoned: the
> permaculture-to-public prong, as
> currently realized by the PmC networking association. a
> tool for
> socio-ecological change and to weave together all those,
> individuals and
> associations active in this area into a major force who
> could push along
> designed change at a local , predominantly, and national
> level.
> 
> I would consider your way of doing permaculture design for
> private clients
> as another way to realize the prong of
> permaculture-to-public. That way
> would be: "Personally I no longer do designs for others as
> I have found it
> more efficient to teach a 'customer' how to design
> themselves and then guide
> them to unfold the design from them. This does mean I earn
> less money but
> then I'm not in this for the money."
> 
> 
> 
> 
> 
> On Sun, Aug 15, 2010 at 12:23 PM, steve read <permaculturefr@free.fr>
> wrote:
> 
> > On 15/08/2010 08:12, Andrew McSwain wrote:
> >
> >> Are pedogical methods
> >> and theories, teaching techniques, included in the
> course to become a
> >> certified permaculture instructor?
> >>
> >>
> > With the Diploma system here in France and Belgium, as
> we are giving the
> > 'right' to someone to teach a PdC when the receive the
> Diploma they are
> > required during the presentation of their work to show
> how they would teach
> > a PDC . We also have regular teacher training sessions
> .
> >
> > Our global PmC movement would seem at the moment to be
> working in a two
> > pronged way , Designers designing/installing and
> teachers teaching others
> > how to design. Personally I no longer do designs for
> others as I have found
> > it more efficient to teach a 'customer' how to design
> themselves and then
> > guide them to unfold the design from them. This does
> mean I earn less money
> > but then I'm not in this for the money.
> >
> > In terms of the two prongs the following are some
> things I have noticed and
> > which concern me.
> >
> >   * Designers who seem to have a
> standardised design in their head and
> >     which they seek to squeeze
> onto each site they work with.
> >   * the overuse of 'fashionable'
> techniques and strategies where
> >     others would have been imo
> more adapted to place and people.
> >   * A lack of willingness to work with
> other professionals, engineers
> >     and suchlike.
> >
> >
> >   * Teaching courses that leave out
> chunks of the syllabus, for
> >     example courses in
> cool-temperate areas which don't cover the
> >     material on other climate
> areas or all the stuff around invisible
> >     structures etc is left
> out.  This is a particular concern as the
> >     next generation of teachers
> hasn't been exposed to this material
> >     and hence don't cover it
> either .
> >   * Where all the syllabus is covered
> the pre-dominance of gardening
> >     and growing over things like
> buildings, roads, dams etc.
> >   * Pedagogies that are predicated
> around discredited ideas. For
> >     example left/right brain
> hemispheres.
> >   * That a teachers personal favourite
> techniques are expounded to the
> >     detriment of others. Food
> forests, straw bale building and swales
> >     are current examples of this.
> >   * Projects that present themselves as
> permacultures and host courses
> >     but which aren't and when
> subsequently revisited show no evolution.
> >   * Courses that are too expensive for
> local peoples which then have a
> >     tendancy to be only open to
> the middle classes.
> >   * PmC teachers who seek to earn their
> living teaching courses, I
> >     have a tendancy to see
> teaching work as something that comes out
> >     of the 'give away surpluses'
> part of our ethics. That if I'm good
> >     enough as a designer my
> project/life will be generating sufficient
> >     surplus  that I don't
> need to charge a lot for courses, if it
> >     isn't then maybe I shouldn't
> be teaching.
> >
> >
> > These concerns inform how we are trying to evolve our
> systems here in the
> > Euro francophone areas. For example we are working to
> put into place a PDC
> > system that is modular and students spend 2 or 3 days
> working on projects
> > with project leaders/teachers who have particular
> areas of expertise whilst
> > also being well versed in PmC generally. This system
> would lie alongside the
> > current one of 72 hour intensive courses. We have also
> the Compagnon
> > apprenticeship scheme where post pdc students travel
> around the world
> > working on projects with experienced teachers to gain
> a wide range of
> > experience, knowledge and ability.
> >
> > 'Teaching in teams' seems also to be the way we are
> moving forward,
> > currently in Belgium the PDC is being lead by a mix of
> the French and
> > Belgium teaching teams, whilst individually they don't
> have my 20 years of
> > experience designing and teaching , the sum is greater
> than the whole.
> > Different modules are being taught by permacuteurs
> whose main jobs are for
> > example eco-construction and pisciculture.
> >
> > This is especially interesting for me as it means that
> local people,
> > speaking the local language, versed in the local
> climate and culture,
> > charging the local rate for courses can start running
> pdc's in teams much
> > sooner. Of course the teaching teams have with them
> someone who has the PmC
> > Diploma and experience in designing and teaching to
> help and guide.
> >
> > The Université populaire de permaculture has as a
> vision courses that are
> > 'prix libre' people pay or not what they can. This is
> the tradition of the
> > 'Popular Universities' here in France , which was
> almost destroyed by de
> > Gaulle. in the short term we are seeking EU funding,
> in the longer term our
> > activities will be from funds generated from the
> exchange of surpluses and
> > also surpluses generated from an infrastructure of
> land and buildings,
> > designed, installed and maintained by the UPP
> apprentices. This copies the
> > model of the Hospices de Beaune in Burgundy.
> >
> > Another 'prong' of our approach is being developed
> through Brin de Paille,
> > the foremost PmC networking association in France. The
> assoc aims to present
> > Pmc to the general public as a tool for
> socio-ecological change and to weave
> > together all those, individuals and associations
> active in this area into a
> > major force who could push along designed change at a
> local , predominantly,
> > and national level.
> >
> > I have taken the time to write all that as it seems
> that many in the
> > anglophone world are unaware that PmC is well
> installed in many other
> > countries/language areas and that these countries are
> evolving systems and
> > approaches that may inspire.
> >
> >
> > Steve Read
> > _______________________________________________
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> 
> 
> 
> -- 
> Andrew Edwin McSwain
> 055(11)6785-1176 (São Paulo)
> 01(501)681-0439 (United States)
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