Pluriversity, Ways and Means for Sustainability Education

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Education plays a pivotal role in personal and community development. This Exploration Post suggests how to apply a knowledge ecosystem that is based on the imminent demand for learning to adapt during global ecological collapse. Sustainability is a broad, encompassing subject that offers itself as a curriculum of study based on the types of topics covered. Utilizing public research methods and redesigning available technology supportive of teaching and learning about Sustainability can enable personal and community resilience during uncertain times. Developing Sustainability education becomes the lead interest in this opening Exploration in efforts to produce a easily transmitted ecopedagogy.

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Work System Overview

๐Ÿ—๏ธ Process

1๏ธโƒฃ - Planning

๐Ÿ”ฉ Var Category

๐Ÿ“ก Insights

๐Ÿ”ฉ Var Type

๐Ÿงฉ Exploration Posts

โš™๏ธ Methods Used

๐Ÿ“Š Business Modeling

Exploration Case Study

Exploration Case Studies are summaries of the main idea and work behind constructing an end product and/or service. Using a simple case study format helps to navigate key points addressed prior to development and a goal to reference to. Each case study implies some initial work done, where all materials produced from Explorations henceforth are subject to change based on new materials and feedback that accommodates fresh ideas. Following a case study arrives at an Exploration Brief to further plan development and release of work materials.

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Circles of Sustainability

๐Ÿ”ฎ Topic

๐Ÿ’ก Research and Application

๐Ÿ”ฎ Engagement Circle

Research-Based Institutions

๐Ÿ”ฎ Production Circle

Quaternary Sector

Education plays a pivotal role in personal and community development. This Exploration Post suggests how to apply a knowledge ecosystem that is based on the imminent demand for learning to adapt during global ecological collapse. Sustainability is a broad, encompassing subject that offers itself as a curriculum of study based on the types of topics covered. Utilizing public research methods and redesigning available technology supportive of teaching and learning about Sustainability can enable personal and community resilience during uncertain times. Developing Sustainability education becomes the lead interest in this opening Exploration in efforts to produce a easily transmitted ecopedagogy.

๐Ÿ”ฉ Var Content

True generosity consists precisely in fighting to destroy the causes which nourish false charity. False charity constrains the fearful and subdued, the "rejects of life," to extend their trembling hands. True generosity lies in striving so that these handsโ€”whether of individuals or entire peoplesโ€”need be extended less and less in supplication, so that more and more they become human hands which work and, working, transform the world.
-Paulo Freire, Pedagogy of the Oppressed (1970)

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Education has always stirred the imaginations of many as an opportunity to pursue purpose through the acquisition of knowledge. Lending its support to this ideal, various types of schooling from; academia, public schooling, and including organizational workshops, enable critical thinkers to reflect on the needs and demands of individuals and communities alike. With online educational platforms emerging from a global response to an ongoing pandemic, we find ourselves rich in customized education paths in an ever changing world. Herein lies the presentation of ideas that furthers a way of knowing the world that reflects the diverse nature of humanity, the Earth, and the cosmos.

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The Challenge

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In its simplest form, the challenge is building an online educational platform capable of delivering curated content in the form of modulated lessons and work samples in context of personal and organizational learning. Additionally, teaching Sustainability and all of the topics categorized by the Circles of Sustainability method presented itself as a preconfigured curriculum of study awaiting an online solution. Acting upon this interest, the possibility of a new "school" emerges to address the problems of oppressive authoritarian regimes, capitalism, the alienated spirit of humanity, and global climate catastrophe.


Summarizing my user experience of learning management systems, the technologies used at previously attended universities and the focus of development in this Exploration, can alleviate problems in access to higher education, literacy amongst the cultural-historical features of knowledge transmission, and confidence in the ability to self-direct learning towards personal and organizational autonomy. These initial checkpoints are set to balance the order of education, technology, and society in favor of a Sustainable Future.


Arriving from Discovery, and central to the Exploration title "Pluriversity", comes the development of ecologies of knowledge examined by Boaventura de Sousa Santos. In the inquiry towards developing Epistemologies of the South, as opposed to a Western American/Euro-centric worldview that domineers higher education and the possibilities of knowledge presented to generations of learners. The theoretical and methodological foundation for the epistemologies of the South created by de Sousa Santos is summarized in three degrees of separation and twenty-two questions explored to build "new homes for thinking and acting" in his 2018 "The End of the Cognitive Empire", which is incorporated into this Exploration's research as such:


The first foundational layer of the epistemologies of the South:

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  • 1. The problem of relativism
  • 2. The problem of objectivity
  • 3. The problem of the role of science in the ecologies of knowledges.
  • 4. The problem of authorship.
  • 5. The problem of orality and writing.
  • 6. The problem of struggle.
  • 7. The problem of experience.
  • 8. The problem of the corporeality of knowledge.
  • 9. The problem of unjust suffering.
  • 10. The problem of warming up reason, or corazonar.
  • 11. The problem of how to relate meaning to copresence.

The second layer concerning the conceptual reconstructions by the epistemologies of the South:

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  • 12. How to decolonize knowledge as well as the methodologies by which it is produced?
  • 13. How to develop methodologies that are consonant with the epistemologies of the South, that is, nonextractivist methodologies?
  • 14. What are the contexts for the mixes of scientific and artisanal knowledges in the ecologies of knowledges?
  • 15. What does it entail to be a postabyssal researcher?
  • 16. What is a deep experience of the senses?
  • 17. How to demonumentalize written knowledge and promote authorship?
  • 18. The problem of the archive.

The third layer engages in creating postabyssal pedagogies, a way and means of knowledge which produces a common sense amongst a plurality of oppressed people in personal and social transformation:

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  • 19. The problem of intercultural translation.
  • 20. The problem of popular education.
  • 21. The problem of decolonizing the university.
  • 22. How to link popular education and the university through ecologies of knowledges and an artisanship of practices? How to recognize knowledges born or present in social struggles while these are being fought and, once ended, irrespective of their outcomes?

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Role, Scope, and Constraints

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Educational technology to help empower others came as a personal project that presents my ideas throughout the years of witnessing and interacting with different sectors of academia, business, and public services. My role in all of this is research, excavation, and design a digital educational platform through No-Code website development for ease of copying and propagating widespread use. In the process of creating an educational platform, skillsets in web development, experience design, and for brevity, "entrepreneurship", presents opportunities for teaching methodologies vis-a-vis the online platform.


Without making my work too difficult to replicate, I opted for No-Code technology, applications engineered to direct potential web developers to use simplified tools to create endless types of products and services. This approach absorbs the overhead typical in early stage startups that require specialized engineers to create custom code to perform decision-making functions that users experience, which enables many to pick up what others put down.


Technology has come a far way and enables a cheap execution of minimal viable products and solutions thanks to No-Code. The rise of this particular Software-as-a-Service model massively benefits people without technology experience to emulate the software development process in creating their own custom experience with freemium pricing models. No-Code platforms include Airtable, Notion, ClickUp, Webflow, Zapier, Memberstack, and many more. There are indeed educational technology No-Code solutions, yet, they're not conducive towards a pre-configured curriculum, but are ultimately worthy of discovering for research purposes.

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The Approach

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To put it simply, the approach was to recreate the best features from previous experiences with educational technology and adapt it to the Circles of Sustainability methods to advance self-directed learning of various concepts. Arguably the most important technology required is information and the way it is organized so that it can adapt to a variety mediums. Secondary to that is the application of this information towards teaching, social media, project management, and more. This information outline aids in building mutual intelligibility on the many topics of Sustainability and considerable ways of organizing education and labor. To quickly describe the current use cases; this website (ravibajnath.design), previous apps I designed, teaching materials and methods emerged from the project of building an online portfolio turned educational platform.


Building technology to support the implementation of pluralistic ideas benefits from a consistent learning pattern, a way of learning and doing, as it relates to understanding ourselves and communities. The easiest vehicle is through digital technology, web and mobile friendly products and services exist and are frequently used in some form of technology in our daily lives. Reifying the phrase of "if you build it, they will come", an online educational platform that is easy to clone for personal and organizational uses, ideally through No-Code solutions with guided assistance, in order to establish decentralized schools of Sustainability for current and future generations. A Works System overview of how this is constructed is provided below.

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The Results

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As this website is the subject of the initial idea in creating an online educational platform, it is useful to think of it as an individual contributor to a larger platform of knowledge. The results of combining digital products with applied Sustainability research methods created this website, modifications to previous applications, offline teaching materials, and a teaching method of viewing the world critically. This Circles of Sustainability organized research categories directly influenced the types of materials and concepts covered in what emerged as preconfigured curriculum on the topics of sustainability. This curriculum is robust enough to import and organize ecologies of knowledge and enables an accessible way of sharing knowledge of the world in order to transform it.


The interplay between curriculum, "school", and study provide the foundation for any educational platform and offers a way to navigate the many topics found in daily life through the lens of Sustainability. You explore the topics to learn from and learn how to connect it to your life, acts of community, and as a Subject in transformation (a personal revolution). To keep track of progress, a system of journaling helps individuals in the process of learning and doing to interact with the Sustainability educational platform. This journal enables students and teachers alike to collaborate on a shared template of research that is readily adaptable to daily life and their life stages while providing a personal and community work system following the principles outlined in henceforth Critical Sustainability.


With this theory in mind, the venture of establishing Pluriversities, online and in community, with ease of digital and stationary resources created in reflection of the ecology of knowledge of political, economic, cultural, and ecological domains of social life. Critical Sustainability connects the dots between philosophy, technology, and direct action. Here, the combination creates fertile ground for personal and community organizing and development with a shared educational system.


Further publications include the Exploration Directive which will continue the overview of work to be completed.

๐Ÿ—ƒ๏ธ Meta-Resources

๐Ÿ“– Works Cited

"The End of the Cognitive Empire" (2018), Boaventura de Sousa Santos

๐Ÿ—ƒ๏ธ Additional Resources

"On Pluriversality", Walter Mignolo - http://waltermignolo.com/on-pluriversality/

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