Practice
________
Lectures / Workshops
Placemaking / Gatherings
Land Conservation
Visual Arts
/ The Factory
/ The Gentlemen House
/ The Greenhouse
Academic
__________
Research / Publications
/ Dark but not Alone
/ Mending Open Wounds
/ Learning to (un)Learn
***** *****
It happened in a recent August. Our young oak tree withered nearly to the core amidst another record-high scorching summer. The scalloped foliage curled inwards in desolation among weak ochre and pale beige hues. The Earth* that kept the roots intact had dehydrated and its upper centimetres had turned into loose sand. We only discovered its ailing state upon returning from a long summer break. In our absence, the magnolia and lemon also lost sight of life while bathing within the microclimate of our west-facing backyard. Diligently, water was reacquainted and the rehabilitating trees found refuge in a sheltered corner.
We did not plant nor buy the oak. In fact, there were two. Alien residents who out of nowhere, mysteriously sprouted weeks apart in separate occupied pots. As More-than-Nature works, life sprang from a mere little seed to a promising plant. Within a couple of years and without much maintenance, both oak rose proudly taller than the garden desk.
What came as a pleasant surprise unfolded a few weeks later. As a warm autumn gradually entered, the parched, dry leaves clung loosely to the branches, while occasional gusts whisked some away. However, during a routine yard work on an early Sunday morning, I noticed pea-sized patches of spring green peeking from beneath some of the oak’s leaves. Regeneration was underway. Through admirable effort, the oak gained strength to rejuvenate and live again. Like an open wound, the torn skin had weaved itself anew. The patch of spring green was slowly shoving out death and healing into life once more. As I lingered and hunched closer to survey the miraculous sight, I pondered the resilience of our living systems capable of restoring and growing even in the face of adversity.
I reflected. In the context where both human and non-human species are considered integral components of the natural environment, I observed a significant parallel between the resilience observed in plant life and the capabilities of humans to adapt in response to environmental challenges. This transformation of both mind and body may require substantial effort. I could assume, only for the human species, that while potential lies in changes in our behaviour and its driving forces, fundamental shifts in mindset leading to changes in attitudes, values and priorities are imperative. It is a process that requires determination, perseverance and collective endeavours.
This article records my journey where I befriended the modest connotation Regeneration necessitates. Initially, it felt as if my encounter with Regeneration was purely a coincidence. Yet, looking back, just as More-than-Nature operates, it became clear that it was a meticulously orchestrated act, triggered by countless seemingly effortless connections during my studies. As I learned to embrace the ethos of Regeneration, I realised the urgent need for humanity to rekindle its symbiotic relationship with our natural world. Our disconnection from this only living biosphere has fuelled the flames of the climate crisis, demanding a profound shift in our collective consciousness.
Consequently, although still in its infancy, the outcome of this undertaking is the exploration and formulation of ‘how-to’ or methodologies for implementing the practice of care and adjusting the necessary changes in our (design) cognition. Design thinking with a shift in mindset offers a powerful toolkit for addressing environmental challenges. By prioritising a holistic paradigm, we can create new paths that harmonise with More-than Nature. Embracing Regenerative principles empowers us to rebuild our relationship with the environment, providing resilience and the needed positive change.
Special thanks go to the student who participated and contributed their effort and feedback to assist and enrich my research. Since adopting a Regenerative mindset, I found myself on an ongoing quest to redefine my existence as a humble reborn member of my family, community and planet. I celebrate this piece of work as a milestone and the beginning of a new phase of my life.
Mending open wounds
holding space for relations and resilience
Design questions:
~How can I, as a designer and educator, design accessible and innovative methods to help transition into Regenerative Practice?
​
~How can I develop a reformed mental framework to unlearn cognitive skills influenced by an industrial growth-driven society?
​
~How can I design participatory tools and exercises to narrow the gap between Human and non-human species?
​
~How can Regenerative Practice be integrated and enhanced into the Higher Arts & Design Education curriculum?
Keywords #practise-of-care #redesign-cognition #affectivity #potential #interconnectedness #learning-to-unlearn #systems-change #NonHuman #more-than-nature #Regenerative-thinking
Lexicon
Earth*: Humus-rich soil, comprising clay, minerals and organic matter, is fundamentally essential for sustaining all life forms and ecosystems.
​
Holding Space: To create and harness a non-judgemental and supportive mutual space that allows transformative change and restoration to occur.
​
Interconnectedness: The term refers to the recognition and appreciation of the complex web of relationships and interactions that exist within our ecosystems, societies and economies. Hence, the health and well-being of one part of the system is closely linked to its related parts.
​
Learning to Unlearn: Consciously evolving cognitive perspectives to embrace diverse species and contexts, unlearning biases for holistic understanding.
More-than Nature: The interconnected ecosystem comprises all living organisms, including humans, other life forms and their environments, fostering mutual dependencies. It resembles ecologist David Abrams’ term “More-than-Human World”. It is to supersede the word “Nature” cultivated in an industrial growth-driven society, which regards a context excluding the human species.
Non-Human: A term that is more specific than ‘other than Human’ species and refers specifically to living organisms that are not classified as humans. It predominantly encompasses animals, although it can also extend to other life forms like plants, fungi, bacteria and other microorganisms. NonHuman species are defined by their biological characteristics and evolutionary relationships distinct from Humans
Potential: A fundamental principle of Regenerative development emphasizes that potential embodies the intrinsic capability and capacity for growth and transformation. Potential can be realized, whereas problems can only be solved. Potential direct its focus forward, while problem-solving often looks backwards.
Imaging: The role of imaging, also known as mental immersion in this research, draws inspiration from Confluence teaching, a concept pioneered by George Isaac Brown and Stewart B. Shapiro in the 1970s. It holds a crucial position by enriching participants’ comprehension and involvement across various contexts. Alternatively known as Humanistic and psychological education, it evolved with the belief that education should simultaneously cater to learners’ intellectual and emotional development. Typically, educators structure lessons with objectives categorised into cognitive, affective and psycho motor domains (Gunter et al 1990, 27). Cognitive objectives entail acquiring knowledge, affective objectives involve nurturing attitudes and emotions, while psycho motor objectives pertain to mastering manipulative and motor skills. Integrating with Confluence education, mental immersion encompasses inner visualisation methods to place images in the mind while projecting deeper comprehension. This approach enhances accessibility and relatability, especially when grappling with intricate concepts in Regenerative practice.
In iterative settings, mental immersion helps participants grasp abstract ideas by connecting inner representations with prior knowledge and experiences. They contextualise information by vividly picturing concepts, promoting engagement and deeper learning. This method pushes for critical and creative thinking by encouraging the exploration of multiple perspectives. Envisioning scenarios enables individuals to anticipate consequences, enhancing potential-driven skills.
Educators guide individuals through inner visualisation from personal landscapes to project outcomes to enhance emotional processing and resilience. Similarly to meditation, participants are prompted to delve into their inner understanding, often with eyes closed, to minimise external distractions and information. Each immersion session focuses on a single focal element, facilitating a journey towards empowerment as participants access their unique inner resources. This mental immersion aids in applying knowledge across various settings, catering to holistic development. Participants are encouraged to engage in these practices autonomously and privately to encourage self-observation and self-awareness, crucial for personal progression.
INTRODUCTION
WHY IS Regenerative PRACTICE NECESSARY AND HOW CAN POTENTIAL ARISE FROM EMERGENCIES?
Amidst the faceless concrete sprawl of our time, humanity has drifted and dismantled the fabric of our ecological stability. In our reckless pursuit of growth, as foretold by Donella Meadows and her team in 1972 in “The Limits to Growth,” we have cultivated an unfortunate relationship of disconnection, leading to profound climate issues (Wahl 2020). This pursuit has favoured economic growth and short-term gain over environmental balance, gradually manifesting in behaviours that sabotage our inherent bonds with More-than-Nature and each other. As humanity finds itself engulfed in this self-inflicted tragedy, diverse streams of vast and unique knowledge and wisdom converge to resurface Regenerative practices, originally developed by Indigenous cultures from all over the world.
Regeneration resembles a tree that reflects an intricate ecosystem comprised of interconnected components. From the tail-end of the roots to the tiniest leaflet peaking out on the highest branch, every element contributes significantly to the continuous sustenance and expansion of life. It bears a system of its own but only operates collectively to thrive and flourish.
Regeneration is also a multifaceted approach comprising related layers that form a mothership system perpetually replenishing and renewing within a continuous cycle. Its main purpose is to foster life and sustain its presence permanently at default. Rooted in the familiar context of More-than Nature and its relations, Regeneration is the practice where our feet currently tread, rather than just a distant destination sought for refuge. It prospers not only in ancient forests but also in the heart of urban cities, albeit in varied fashion.
At the core of Regenerative thinking lies the concept of potential, diverging from conventional problem-centric approaches. Instead, it embraces life-affirming methods and place-based resources, encouraging optimism and exploring possibilities (Mang & Haggard 2016, 117-118). One key context where this approach focuses is bridging the gap between Human and non-human species, striving to maximise potential while minimising separation.
​
Get in touch for the complete article.