Disrupting Fixity: A Path toward Regenerative Practice

Disrupting Fixity: A Path toward Regenerative Practice

Maybe it was the autumn foliage on the verge of turning along the riverbanks and edges of New Hampshire fields, themselves having turned into palettes of ochre and sepia from weeks of late-summer drought — perhaps it was the deepening topography as I drove further north — or likely also it was the late afternoon sun reflecting off the rippling surface of the Pemigewasset River, wider here north of Plymouth, as it makes its way from sources in the White Mountains miles to the north. Whatever the reason, the slightest seed of a Robert Frost poem, like a brilliant white tuft of milkweed on a gossamer wind, made its way into my consciousness. The one line ‘and we lose all manner of pace and fixity in our joys and acquire a listening air’, from his poem ‘The Sound of Trees’ started as a kernel and grew layer by layer to my remembering the whole of the poem by week’s end. 

Pemigewasset River at Livermore Falls

My talk at the Museum of the White Mountains, titled ‘Interwoven Ecologies: Movement and Regeneration in a More-than-Human World’ had Frost’s concept at its very heart — that at our core we are an ‘expression of forces’ of both human and more-than-human worlds, a recognition of a de-centering that can dramatically empower us to engage in the questions of relationality, agency, and more. 

In his context, Frost limned a relationship with trees as sentient and relational beings and brought readers into a receptive mode while acknowledging the movement-centered existence that the trees, while perhaps outwardly sedentary, expressed both to and through us — as co-inhabitants of the poem and the transformative power of human/more-than-human relationality. 

Frost’s poem stayed with me as I shared the second part of the week at the Garrison Institute in New York’s Hudson River Valley with a wonderful group of approximately sixty leaders from all over the world in conscious food systems, planetary health, regenerative learning, agriculture, consciousness studies, funding, global networking, climate change activism, indigenous ways of knowing, and more — from academia, yes, but largely from practitioners and the non-profit and advocacy sector — to explore how the implementation of consciousness and regenerative practices can help transform food systems at scale. 

The Garrison Institute

The questions that surfaced & ideas we shared in our three days at Garrison resonated with my reading of Frost’s poem earlier in the week, and his words kept creeping into the margins of my notes as we shared initiatives on regenerative practice as a ‘process of rebuilding and renewal of the common ground from crisis and collapse to regeneration and renewal’ (Hannah) in the hope that we can reshape and ‘affect value changes and lead to deeper conscious change’ (Andrew) in a reimagination of a range of practices, including an educational framework inviting learners and communities of practice to counter a prevailing exploitative growth-minded outlook and ultimately asking, ‘why are the questions what they are? — and why are the research methodologies shaped the way they are?’ (Nicole)

There were so many layered conversations that engaged with/in the full spaciousness of the former Capuchin Monastery on the banks of the Hudson that it may take months to see how some of the newly spun threads of inquiry will find one another to weave into a more conscious and holistic future for both food systems and broader regenerativeness into which I hope we can see them evolve. Despite the fertility and depth of conversation, and the spaciousness and time, there was an underlying urgency as we sought to find the leverage points where these seeds of radical growth could find fertile soil in which to flourish.

At the same time, I was reading Marica Bjornerud’s wonderful Timefulness, which, with a deep understanding of geomorphology in the context of a contemporary worldview that ‘represents an “epistemic rupture so radical that nothing of the past survives”‘ (161). To help us unmoor from the ‘Island of now’ and destabilize our fixation on the present, Bjornerud invites us to collectively find a way ‘how to turn rocks into verbs’ (61) in order to recognize our own temporal geopositionality in the context of a prevailing seismodynamic and tectonokinetic fluidity.

Bjornerud’s lithico-philosophical sedimentations couldn’t help but send me to my bookshelf seeking my well worn and now fifteen-years’ old reading of Stones of Aran, to find where Tim Robinson similarly asks, ‘what tense must I use to comprehend memories, memories of memories of what is forgotten, words that once held memories but are now just words?’ (8). Exceptional details of the Aran Islands percolate upwards through the karst landscape to momentarily coalesce in turloughs, ‘letting the island recompose itself as music’ through the fluidity of its seasonal movements — ‘Il cimento dell’armonia e dell’inventione’ forever cast and recast along this unmoored archipelago in the North Atlantic.

Farther west still and even farther north, on ᐅᒥᖕᒪᒃ ᓄᓇ, Umingmak Nuna, Land of the Muskox (also known as Ellesmere Island) in northern Nunavut, Robert Frost’s un-fixity leads me (during my long drive back from the Hudson to Boston for my flight home) to Aritha van Herk’s exercise in un-reading along the shores of Lake Hazen, well above the Arctic Circle at some 81°N. As she seeks to reclaim the eponymous character from her well-worn copy of Anna Karenina to ‘free her from her written self’(119) on the remote island that does not permit ‘such bare-faced superficiality’ (94) ‘within this endless light [where] she resists all earlier reading’ (121). For centuries, the far north has itself been written into the psyche of so many in the south as a fixed imaginary (a place, an idea, a feeling, a place of both possibility and fear), so a critical un-reading of a fiction in the reality of an all-too-often mythologized place seeks (not unproblematically, certainly) to re-situate, re-name, de-colonize fictionalized bodies and terrain. It’s much as Alootook Ipellie underscores in his Arctic Dreams and Nightmares, ‘The Arctic is a world unto its own where events are imagined yet real and true to live, as we experience them unfolding each day’ (xix).

Summer in the Scandinavian Arctic

Van Herk takes her tack with the wind flowing through Frost’s trees upon the waters rising and falling in Robinson’s turloughs as she un-reads and re-writes self, text, and terrain in a kind of reclamation—a way of freeing bodies and places from a framework of imposed, static, and ultimately marginalizing static narratives.

This work of unsettling static narratives, then—whether of bodies, language, places, or time—reveals the movement inherent at the heart of both human and more-than-human worlds. A resistance to fixity allows us to see the networks of interconnected movements that define us: wind through the trees, seasonal flux of water across landscapes, words within a narrative and the shifting contours that limn our collective and individual understandings. Much as we engaged in practice and conversation at the Garrison retreat last month, where we explored the intersections of consciousness, transformative food systems, and planetary health, this disruption of imposed frameworks encourages a deeper engagement with complexity and relationality. By un-reading and re-imagining these static frameworks (literary, human, and ecological alike), we open pathways for radical, root-deep transformations.

In embracing this dynamism, we re-inhabit these spaces, liberating not only the land and its stories but also ourselves. We are reminded that regeneration—of ecosystems, food systems, education, and consciousness—requires a willingness to disrupt and reshape what has been fixed, opening new possibilities for agency, interdependence, and renewal. Disrupting fixity is not just an intellectual pursuit, but a lived practice, grounding us in the work of reimagining and regenerating our shared futures.

The Hudson River

The Future is Now: Weaving threads of an educational reimagining

The Future is Now: Weaving threads of an educational reimagining

At a moment when continuing ecological crises and social inequities converge and manifest themselves at nearly every turn as are more insistent calls for systemic reform, it is heartening to see the convergence of innovative practices in education as we recognise the role of learning in identifying, exploring, trialling and implementing powerful new initiatives for driving forward change. 

Recognising the limitations of current educational frameworks to meet the evolving demands of learners, human and more-than-human communities and our shared socio-ecological systems, there is an ever more urgent need to fundamentally reimagine and reshape an approach to education through a collaborative and regenerative approach. Following UN Secretary-General Antonio Guterres’ plea for urgent collaborative action at COP28 — to ‘reject incrementalism. . . . One thing is for certain: “I win, you lose” is a recipe for collective failure‘, meaningful collective action is imperative.

Over the past two weeks, I was privileged to join conversations at several organisations and events, including the new International Centre for Sustainability and the Independent Higher Education (IHE) Annual Conference, both in London; at the Knowledge Cities World Summit (KCWS): Adapting to Climate-Change through Regenerative Transformation of Cities and Regions in Lindau, Germany; and at MOME, the Moholy-Nagy University of Art and Design, in Budapest.  Although distinctive in their missions and approaches, all four of these organisations are fully committed to testing and pushing innovation at the intersection of education, economics, technology, ecology, social justice, knowledge exchange, living-systems design, sustainability and regenerative practice. 

Central to my engagement was a focus on regenerative learning — particularly as a way of reimagining education in a non-linear and living-systems design framework. The panel I was invited to join at the IHE annual conference was titled ‘Building sustainable independent higher education’ and included co-panelists Kirsten Scott, Head of Research at Istituto Marangoni and Jess Neil, Chief Executive of the Stephen Lawrence Day Foundation. Our focus was multi-fold, from a broad overview of the possibilities of regenerative framing to examples of participatory organisational structures and collaborative initiatives linking social justice and socio-ecological sustainability to asking ‘How might the Earth want us to design?’ Throughout the session and in the conversations that followed, it was clear that although our stories were different, we shared a commitment to co-creating and cultivating a thriving learning ecosystem that empowers all participants — students, teachers, directors, trustees, communities and more-than-human stakeholders — to flourish together in an evolving regenerative paradigm. 

Building on the IHE event, KCWS brought together sessions on Educational Futures and the need to transform learning with shared my perspectives along with those of Keri Facer Professor of Educational and Social Futures at the University of Bristol; Chrissie Sorenson, Head of the Bavarian International School, Haimhausen; Cathy Garner, Honorary Research Fellow at the University of Lancaster; and Monika Schröttle, Political and Social Scientist at RWU. With threads of innovation from participatory student governance and decision-making to practice-led learning to decentralised university models, we again shared both our concerns for a wholesale transformation of higher education as well as compelling examples of what is already possible. For many of us, a key challenge is scaling this much-needed transformation so that innovation becomes foundational and sustainable for the long-term — all through an authentic process that draws from regenerative principles including:

  • Ecological Design and Living-Systems Thinking
  • Agency, Empowerment, Engagement 
  • Adaptability and Resilience
  • Restoration and Renewal
  • Social and Ecological Justice
  • Distributed and Decentralised Networks
  • Diversity and Cultural & Historical Contexts
  • Reflection, Regeneration and Continual Feedback
  • Interdependence, Integration and Interdisciplinarity
  • Co-creation and Collaboration
  • Adaptation
  • Community, Bio-regional and Global Perspectives
  • Practice, Action and Impact

These two wonderfully generative panels at IHE and KCWS were prefaced for me by a visit with Sachin Nandha, Director of the ICfS, where I serve as a Fellow, during which we explored the applications of regenerative thinking in educational systems in (and across) the UK and India and considered places and partnerships to effect transformational regenerative change at scale. I immediately recognised in our discussion an aligned desire to build profound cross-sector collaborations (my bias being that education undergirds everything else!), and I am very excited to begin collaborative work with the Centre’s other Fellows and researchers as we start to move forward. 

Finally, in my two days at MOME in Hungary, I met with several colleagues working at the forefront of European arts and design education who are already looking to a reimagined learning paradigm in arts, ecology and community from a bioregional perspective including deep cultural, agroecological and socio-ecological connections with the nearby Lake Balaton. The projects underway at MOME are themselves a significant leverage point at the transdisciplinary intersection of arts, ecology and democracy that are already beginning to move along an authentically regenerative pathway.  

As Halla Tómasdóttir recently said about the ongoing COP28 on Outrage and Optimism with Tom Rivett-Carnac, ‘we all know, and have been saying for a while, that the solutions are there. This is not a question of us not having solutions. We also know there is plenty of money in the system. The missing piece is courageous leadership from all of us’. For me, the events of the past two weeks illustrate just this: innovation is certainly prevalent — particularly in small and often fragile and unconnected initiatives — leveraging the power of co-creation is what can be the catalyst for substantive transformation.

The past fortnight has been for me a testament to the growing recognition of the need for a transformative shift in education at all levels. From London to Bavaria to Budapest, the common thread weaving through my conversations has been the urgency to reshape learning in a way that moves us beyond simply sustaining an inadequate status quo and toward an approach that reimagines learning as practice-led, community-focused and ecologically-centred — an intersection where I have spent much of the last 20 years of my professional career.

Being part of these conversations has further solidified my belief in the power of collaboration and collective action and the immense possibilities inherent not only in individual innovation but in weaving together these many approaches to craft a fabric fit for our next generations of learners: It is time for us to reimagine, realise and regenerate — together.