Camphill Movement

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Wójtówka to niewielka, leśna wieś koło Lądka-Zdroju. Trochę to cud natury, trochę koniec świata. Mieszkają tu Mossakowscy, rodzina wyjątkowa. Kiedy więc Czytelniczka mojej książki o kulturze antropozoficznej zadzwoniła przekonując, że powinnam tam pojechać i zobaczyć "z jak doskonałymi wynikami działają", trudno było mi odmówić. Do Wójtówki prowadzi czerwony szlak turystyczny z Lądka-Zdroju. Mapa wskazuje, że idzie się tam nie dłużej niż pół godziny przez niewysokie góry Konik i Mozel. Wieś malutka, mieszka tu niewiele ponad sześćdziesiąt osób. Przy drodze stoi wiata turystyczna. Na niej tabliczka "Ekomuzeum Wójtówka" i opisane "eko eksponaty": kapliczka, krzyż, stanowisko bociana czarnego, źródło Aleksandry i siedziba Stowarzyszenia "Wspólnota w Wójtówce" zajmująca Stary Młyn i Dom Janowy. Kiedy do nich trafiłam był letni wieczór, a wszyscy mieszkańcy podekscytowani oglądali w telewizji mecz Polska-Szwajcaria. Usiedliśmy więc z boku na tarasie. Siwobrody Jacek, jego żona Ola i ich córka Dominika.

This paper examines the relationships between global education policies at global and local levels that have driven the outcomes-based curriculum reform into Papua New Guinea (PNG). It reports on evidence from a qualitative case study that investigated the implementation of the outcomes-based English curriculum into two lower secondary schools in Port Moresby, PNG. Data were collected from 10 teachers and 90 students through classroom observations, document analysis, field notes, structured interviews, post-observation interviews, and focus group discussions. Findings revealed challenges in the implementation of the global curriculum reform agenda as there was little alignment between policy intentions and classroom practices. Thus, findings also highlighted a need for collaborative professional development programs to help sustain the curriculum changes required for classroom implementation. A co-constructed approach called the ‘Kibung Framework’ is presented in this paper as a str...

The spread of mobile phone service into rural areas of Papua New Guinea (PNG) in recent years has created a new means of supporting workers based in such locations. The innovative SMS Story project is a controlled trial in which teachers at elementary schools receive resources through mobile phone text messages. These resources include daily short stories and complementary lesson plans designed to enhance the teaching of reading to students. This paper provides initial findings from the earliest stages of the project, including a baseline reading assessment of 2,478 students and visits to schools. As well as the early results, the paper shares lessons learnt about the implementation of SMS Story. It also posits possible additional uses of mobile phones which may be beneficial in the education sector in PNG.

The spread of mobile phone service into rural areas of Papua New Guinea (PNG) in recent years has created a new means of supporting workers based in such locations. The innovative SMS Story project is a controlled trial in which teachers at elementary schools receive resources through mobile phone text messages. These resources include daily short stories and complementary lesson plans designed to enhance the teaching of reading to students. This paper provides initial findings from the earliest stages of the project, including a baseline reading assessment of 2,478 students and visits to schools. As well as the early results, the paper shares lessons learnt about the implementation of SMS Story. It also posits possible additional uses of mobile phones which may be beneficial in the education sector in PNG.

“Community” is a weighted term in the context of developmental disability care in the United Sates. This fear of total state control comes from the modern state’s provision of disability services that encourage community supported living models that prioritize autonomy and independence. Recent policy changes make it more challenging for intentional communities/therapeutic residences for this population to thrive. This research uses a Camphill community as a case study to capture the everyday effects of this policy’s emphasis on independent living on the “homemaking” quality in Camphill. The goal is to attempt to empower voices often absent from research, particularly about policy measures that affect them the most.

A 19. század végén megjelenő életreform mozgalmak színes és gazdag humanisztikus öröksége sajátos módon él tovább a Camphill Mozgalom mai közösségeiben. Az egy ilyen életközösséghez (camphill community, life-sharing) való, akár csak rövid ideig tartó csatlakozás is a kívülről érkező (co-worker) teljeskörű bevonását jelenti annak egyedi életmódjába és nevelési rendszerébe, amely az életreform mozgalmak számos irányzatának tanításából merít, illetve őrzi meg és fejleszti tovább gyakorlatukat. Alapvetően azonban egy periferikus vallási irányzatuk (Krabbe, 2018), a Rudolf Steiner által hirdetett, és a teozófiából leágazott antropozófia ezoterikus keresztény tanításaira, és oktatási módszerére, a Waldorf-pedagógiára épül (Németh & Ehrenhard, 2018). Ezeket, más hatásokkal együtt, Karl König gyógyító nevelés (curative education) szociálterápiás gyógypedagógiai módszere (McKanan, 2017) az értelmi fogyatékkal élő gyermekek és felnőttek holisztikus fejlesztése, és egy minél teljesebb élet megvalósítása szolgálatába állítja. Tanulmányunkban az életreform mozgalmak tanításainak megjelenését és 21. századi továbbélését keressük a camphill közösségek életében, melyhez ismertetjük a camphill-i életmód és a gyógyító nevelés elveit, valamint összetett pedagógiai gyakorlatát. Megállapításainkat egyrészt az általunk elért legfrissebb angol és magyar nyelvű szakirodalom áttekintése, valamint a Camphill Mozgalom hivatalos, angol, skót, amerikai és magyar honlapjain, továbbá Facebook oldalain elérhető információk alapján tesszük meg. Ezt kiegészítik a szerző saját, egy egyesült királyságbeli camphill közösségben szerzett tapasztalatai, valamint a magyarországi mozgalom egyik vezetőjével, Halász Zsuzsannával 2019 tavaszán folytatott mélyinterjú adatai.

This paper provides an overview of the ecovillage movement through an analysis of its roots, evolution and characteristics. It contends that while ecovillages can be traced back to the utopian ideals and experiments of the sixties and seventies counterculture, they have evolved in terms of societal position. They are not isolated enclaves anymore; rather, they engage more with mainstream1 society and seek to be holistic demonstration sites of sustainability in practice. Hence, I suggest that they have the potential of being models of sustainable living practices for the wider society. This argument is illustrated by Ecovillage H, an ecovillage engaging with French society through awareness, education and the local economy.

Ireland is currently undergoing a housing crisis impacting mortgage-holders, renters and those in social housing. Coupled with this the number of those homeless in Ireland has increased dramatically in the past three years as a result of structural economic factors, the lack of social housing or viable alternative models that exist outside of the private housing sector. This has led to renewed interest in alternative models of housing, including cohousing and community led developments. Co-housing has been widely adopted across Europe, especially in Denmark and Sweden, where public and voluntary support systems have been built around this type of housing (McCamant and Durrett, 2011). In contrast, the Irish housing market is predominantly built and developed by the private sector and housing development by individuals (self-build) or intentional communities (cohousing) are not supported by the current regulations. This paper offers a critical review of cohousing schemes in Denmark. We examine the relevant factors and socioeconomic trends that have shaped how models of co-housing have been adopted in the Danish context. The analysis is structured around two concerns: the structural opportunities that cohousing offers; the social infrastructure that supports the norms and practices of those living in them; This empirical analysis is based on the results of Danish studies of the real-life socio-political practices, daily experiences, motives and values of residents living in community-led cohousing projects. The aim of this article is to determine the structural factors and social values that are embedded within the design of communities and to present a discussion about how these elements can be translated to an Irish context, potentially informing the foundation of a cohousing model that can be developed outside of the private housing sector. We will present a discussion of the social and cultural issues that have impact on the understanding of cohousing in Ireland, and outline how these attitudes impact on the development of cohousing communities. The perspective discussed in this paper draws on literature from STS studies and Human Computer Interaction (Jenkins, 2017). Consequently, we briefly discuss how the appropriation of collaborative technologies may support social relations within these communities, highlighting concerns around participation and democracy. The paper concludes with some reflections about how technology can support the development and maintenance of a social infrastructure between individuals living in cohousing in Ireland.

This is an update to my article in the second part of an ebook, edited by A Bruell, available online (www.camphillresearch.com/content-stuff/uploads/2015/08/Bruell-Understanding-the-Fourfold-Human-Being.pdf) for curative education and social pedagogy students. It is made available here for constructive feedback, review and revision. The anthroposophical fourfold perspective of the human being is assumed, as primarily described by Rudolf Steiner and detailed by other authors in part 1 of the ebook. An account is developed of how developmental phenomena express a progressive integration of these 4 members (physical, etheric, sentient and I) from birth through childhood and youth. This article is work in progress on a highly complex field of study requiring further detailed research and revision. Comments and feedback are invited contributing towards, or contesting, the perspectives expressed. Further versions are anticipated.

Hailing from Papua New Guinea, the world‟s most linguistically and socially diverse locale, the JCDS: Journal of Communication and Development Studies (formerly titled the JLCS: Journal
of Language and Communication Studies (ISSN 1992-1322) is published twice a year (June and January)  by  the  Department  of  Communication  and  Development  Studies  at  the  Papua  New Guinea  University  of  Technology.  It  is  interested  in  research  papers  falling  under  two  broad disciplinary „umbrellas,‟i.e., English for Academic Purposes (EAP)/English for Special Purposes (ESP) and Communication for Development.

In an age where young people seem to have a natural affinity with smartphones, computer games and social media, teachers and lecturers face a big challenge for a golden opportunity. This research shows that the use of social media tools and new technology promote learning, engage students and motivate them to sustain a lifelong career in learning. For educators everywhere, our challenge is to take readily available devices that have the potential for great distraction and boldly appropriate them as tools that can inspire and engage. On the back of Steve S hugely popular blog, also named Learning with E S, he shows how the world of learning is changing, and how new technology and you and I can make a difference. This study explored the concept of social media tools and it’s interactive or student centred learning usage but focusing upon a specific uses of mobile and portable technologies using Google/Moodle Classrooms/Web 2.0-4.0 Tools. The role of social media may offer a new construct to enhance the learning experience as ‘new fashion flip education. And throughout life, education can have, especially in an age of digitization, a transformative effect on the 21st century and beyond learners. Thus, harnessing this powerful institution will be essential in redirecting Papua New Guineans and the Pacific region at large toward cultures of paperless Higher Education Institutions sustainability for the other three billion. The paper looks at the pedagogical theory that explores the practical ways in which technology is influencing how we learn. It examines emerging trends to what the future of learning may look like for Papua New Guinea education as Court S. (2007) predicted, “A 22nd century Pedagogical Approach”. It is significant for TLMU, university of Technology, lecturers, teachers, training, learning and development professionals and anybody who wants to be inspired by the new ways learning is being revolutionised through the use of new and emerging technologies in the University lecture corridors.

Keywords:
Higher Education (HE), Learning with technology, Theories for the digital age, Digital illiteracies, Pedagogical theories and practices, New and Emerging technologies, New learning architectures, Changing education, Global educators.
Jimela Dora Kialo- 22nd September 2015
Dkialo:© DOI: 10.13140/RG.2.1.4850.9281

It is now a well-recognised fact that Governments in most, if not all developing countries of the world and Nigeria in particular have not been, nor will they likely be able to adequately provide direct housing to all that are in need of shelter. Cooperative housing is an alternative housing model that provides a foundation for community building and shared responsibility through innovative housing design and inclusive resident governance structures. This study seeks to explore the potential of cooperative housing as a model that will help to address the housing challenges in Nigeria. In particular, the paper examines the, the nature of housing delivery in Nigeria, co-operative values, principle, operationalization, types and benefits of the system; and goes further to apply this model (co-operative housing) in Nigeria in the face of present socio-economic realities. A well organized and supported co-operative society will go a long in boosting the nature of housing delivery in Nigeria.

Intentional communities often require significantly more commitment, involvement and investment from their members than other forms of community. They provoke a more holistically demanding lifestyle than other North American living arrangements and some members report feelings of being marginalised by those outside the community due to the way that they live. Given this, why do members of these communities insist on living together in this way? The research presented here begins to address this question. Based on a content analysis of an intentional community magazine and focus groups conducted in four communities in the Lower Mainland of British Columbia, I suggest that members frame their involvement in these communities in terms of a ‘lacking’ narrative and that it is through this narrative that members justify the extra demands of community life.  This narrative allows members to share stories about their lives prior to their involvement with the community, as well as current membership experiences, which they contrast to their perceptions of life outside their own community. These reports are constructed through individual and group narratives which identify broad issues related to society. The majority of members involved in the focus groups communicated that they believed life in their community to be a desirable alternative that outweighed the additional conflict that is inherent in community life.

Through preliminary fieldwork at a Camphill School I explore my observations of daily rituals and house identity alongside deconstructing textual and informants' manifestations of Camphill. The slipperiness of defining Camphill is reflected in academic debates on community and expanding these concepts theoretically and empirically is the aim of my future research. To undertake this I critically analyse the suitability of my chosen methods, participant observation, interviewing & documents. Ethical debates have also been considered. By careful and reflexive application these methods provide a complimentary way of entering and observing Camphill community life in all its complex action. 2 C C C Contents ontents ontents ontents Abstract Abstract Abstract Abstract ....