Environmental learning through touchpoints & themes

Physical activity in the Demonstration Gardens supports language acquisition that situates Environmental Learning as a fundamental cognitive discipline. I see it at all ages and stages of life, among people who are neuro-typical or autistic and among those acquiring fluency in a second language. Similarly shadow puppets in representing interior realities gives a glimmer of where grammar, that is structure, comes from. I'd like to be able to demonstrate this. Its not enough to share what I see but must be connected with others' experiences as evidence. What frameworks can I use? Linguistics, environmental studies, neurology, architecture? My friend Carmela reminds me that people deserve concrete experience, require it for that Aha moment. Maybe this is more important than analysis. D'uh, certainly until its built, functional and can be tested and iterated. So for now I focus upon structuring and situating experience. Who are the learners, the facilitators, the community for the Demonstration Gardens? To integrate virtual experiences and physical channels there need to be 'touchpoints' that are structured and managed so information flows easily. Focus upon the interaction sequence of: - entranement - contribution - exchange governs how to organize touchpoints. Spreadsheet of Touchpoints: http://tinyurl.com/bptdxpf Themes are vehicles for ideas that can be threaded through the whole system so that participants can grok it from their own viewpoint. 2009-10 Meditteranean Biome 2010- 11 Permaculture 2011-12 Abundance

Accessibility in the Demonstration Garden

Context: Working outside with 8, 12-13 yr olds in the SYL Central Y Gardens
 Map
 03.01.2011

Influenced by H Gardner, Five Minds for the Future [2006] discussion of development of the ethical mind.

Intro: After pointing out the windchimes in each corner of the garden and explaining their purpose as orientation devices. Who has someone in their family or among their friends who is blind?

Responses: 3 knew someone well who was blind.

Exercise: Ok everyone get a partner and we'll meet in the center of the yard. Each pair gets a blindfold. One of you will wear the blindfold the other will be the guide. Remember that the person who isn't sighted is the leader and will take the arm of the guide. The guide's job is to steer clear of danger but help their partner explore the garden. Try to visit all the stations in the garden. You will take turns.

Results: The guide nearly always took the lead, during feedback both parties complained that the partner didn't listen. Some of this is developmental age-appropriate. Also the barometer was dropping because of coming storm.

Conclusion: So you can see that navigating and enjoying our garden without sight will be challenging. Until we see each other again be thinking about what we might do to make our garden safer and more fun for blind people.