Learning Intentions and Pathway Design OP1b

Personal Vision Statement

Video: Institute Introduction

The Four Cornerstones of My Dream Institution

          Cornerstone 1: Multidisciplinary and Holistic Education

          Image: Six Sided Growth

          Cornerstone 2: Multigenerational Integration

          Image: Camp Sunrise

          Cornerstone 3:  Ecologically and Socially Regenerative Service Work

          Image: Service Work

          Cornerstone 4: Study Abroad

Image: Original Sacred Symbol

Areas of Interest

Departmental Breakdown

Video: Student Enrollment and Faculty Development

Sacred Questions

Video: Back Casting the Sunrise Institute

2012 Project Specifications

Video: Timeline

Skill Flex Assessment

Word Document: Detailed Project Specification  

Zone Goals

Mentors, Teachers, Advisors and Guides

Conclusion and Next Steps

Video: Permaculture Presentation

Process Reflection

          Video: Process Reflection

          Digiphon

          Annotated Resource Review

             Output Review

Learning Journal Extracts

          Video Diary 1: Midwinter Check In

          Video Diary 2: Personal Mission Statement

          Video Diary 3: Determined!!

          Personal Brainstorm 1: Mind map of Diploma of Natural Philosophy

          Personal Brainstorm 2:  Weekly breakdown

          Family Brainstorm: Family Values

          Personal Brainstorm 3: Institute Organization

          Personal Brainstorm 4: Mind Map Tree

When given the opportunity to describe my interests and articulate my personal vision statement, I cannot help but to reveal my deepest passions.  Language, philosophy, mathematics, geometry, music, culture, nature, physical health and physical capacities, science, permaculture, spirituality, and astronomy all occupy precious regions of my intellect and tickle my curiosity anytime I encounter even the slightest aspect of any one of these noble fields.   If it was practical to pursue a doctoral degree in each of these fields, I would; however, the truth of our age is that we do not need another specialist in any one of these particular fields.  We need people who can make connections between these highly developed fields, and apply them in a way that is socially and ecologically restorative in the short term and generative in the long run.  The quality of being able to recognize relationships and patterns that transcend one’s current paradigm is, in my opinion, the single most important skill needed to succeed in the restoration of our social and ecological systems.  It is the lack of this quality in our educated population that represents the “logjam” in our global development. For this reason I desire to be an educator and focus my energy on the development of an educational institution—so that I may contribute to the cultivation of innovative thinkers and doers in our society.  
    I believe that interdisciplinary and holistic education is a key approach to addressing this logjam, and is an essential development in the evolution of education.  By understanding the holistic application of various disciplines and how they can complement each other, we can arrive at new and exciting solutions to a wide range of social and ecological challenges.  Moreover, the emotional, intellectual, and even physical stimulation that a student experiences through multidisciplinary and holistic education cultivates whole, healthy students capable of unexplored ranges of creative and divergent thinking.
    To sum it up in a single personal vision statement:  “I am creating an educational institution that will activate the human potential for living harmoniously on the planet, creatively with each other and peacefully with one’s self” 

To assist in communicating my intentions for this institution, I have articulated four cornerstone ideas which, together, provide the foundation upon which I desire to build this institute. 

It is my belief that as we learn and come to understand even just one new thing, our minds expand and become susceptible to other, previously unobtainable, revelations, understandings, insights, and even physical capacities. 

An example that I often give when prompted to describe my passion for multidisciplinary and holistic education is as follows:  One evening while travelling in South Africa I found myself looking through one of the largest refracting telescopes in the Southern Hemisphere.  It was fixed on Jupiter and I witnessed perhaps the most incredible sight I had ever seen through a telescope.  I saw one of the moons of Jupiter, Io, casting a shadow on the face of the giant planet.  That little shadow provided me with a sense of depth and dimension in space that I had never before even imagined.  The experience left me feeling like a new person—for I had gained an experientially-based understanding of space that I did not have prior to those little photons of light impacting my retina.  The first time I played my banjo after this experience I noticed unique rhythms and melodies emerging from me for the first time.   Moreover, a juggling pattern that I had been working on for months and months suddenly clicked and I was able to perform it with ease.  It was as if I had been given a new brain.  This example demonstrated to me a phenomenon to which I would later find myself devoting my life.

There are other educational philosophies out there that utilize this learning phenomenon.  In Waldorf schools, children learn body movements simultaneously to learning letters of the alphabet.  It is not a secret that children who grow up in a stimulating learning environment have more opportunities to learn; however, as adults, we seem to forget this aspect of education. 

When we desire to learn something, we submerse ourselves in that topic hoping to grow continuously in our understanding.  What often happens, however, is that we plateau, and our understanding of that topic tends to reach a point of stagnation.   It is my belief that, in order to continuously raise the ceiling of our intellectual capacities, we must push it up from multiple angles.  It is not enough to simply explore different intellectual endeavors; rather, we greatly increase our potential for learning if we push the edges of not only our intellectual capacities but also our emotional capacities, spiritual capacities, artistic capacities, our linguistic capacities, and even physical capacities. 

We can compare an adult living a fairly routine lifestyle who embarks upon learning a new language, say at a local community college, to a 6 year old elementary school student learning the same new language.  It is widely understood that children can learn more easily than adults, especially languages, but let’s take a closer look at why this may be true.  In this comparison, the only new information coming to the adult is in the form of their language education class.  Few other activities in the routine and rhythem of the rest of his/her life provide him/her with opportunities to grow and to stretch. The child, on the other hand, in addition to learning the new language, is likely learning spelling, mathematics, social skills, new foods, and perhaps they are even learning a new sport or musical instrument.  Their brain is being stretched, challenged, and stimulated from a wide variety of external sources.  This is the learning environment in which I believe not only children, but all people learn best. 

I was first inspired to identify 6 different aspects of life that I feel are most relevant to a multidisciplinary education when I saw my first phantom crystal at a stone shop in Loveland, Colorado.  A phantom crystal is a quartz crystal that has formed over millions of years, and certain stages of its growth are frozen in the transparent crystal.  What I realized was that in order for this crystal to grow uniformly, it had to grow evenly on all six sides.  The same is true, I believe, for humans.  In order to grow and mature as a whole person, we must grow multiple aspects of our character simultaneously.  They are:

-Observation and interaction with the natural world

-Language and communication

-Physical activity and capacity development

-Art, music and beauty

-Logic, geometry, and mathematics

-Personal growth and Spiritual development

Traditionally, students enroll in a class with other students all of the same age.  They stay surrounded by people of the same age all the way through college.  There is utility with regards to developmental stages to classify students by age; particularly in the early years of education.  Even in higher education, there is a natural maturity, and thus capacity to learn, that corresponds with age; however, the degree that children, teens, adults and elders are segregated in our society creates an unnecessary amount of dysfunction.  If multigenerational integration was woven into the fabric of our education, many current societal challenges could be overcome.

I am not speaking about multigenerational integration exclusive to roles found in our educational institutions.  Rather, I am speaking about integration between all the dynamic characters present in a society, even those completely removed from the education system.  

A young person can make it all the way through college without ever spending time, or interacting with parents of young children.  Where do we expect this young person to learn about what it takes to be a parent?  A young person can make it all the way through college without ever witnessing- let along participating in- the honoring of elders.  Is it a surprise that collectively we are forgetting how to do that? 

The point that I am making is that the social community aspect of education has been practically removed from education all together, and I seek to bring it back.  

For example, in the Sunrise Institute, young children help the infants and toddlers in activities such as farm school, early teens assist with child care, and teenagers are either counselors in training, junior counselors, or counselors.  Work study participants assist with implementing Camp Sunrise, Farm Field Trips, and other youth programs.  Associates assist with the administration and implementation of current programs and work toward developing new programs.  Faculty assist associates and serve as teachers, advisors and mentors to the associates.  Department heads manage the faculty and are guided by the counsil of elders.  Everyone reciprocates by honoring the counsel of elders as a counsel of elders at various events and ceremonies such as community days and garden blessings.

As a society we are in need of rapid repair of our ecological systems.  It is not enough to simply be "sustainable." Our role as a species is not to make the smallest footprint possible or attempt to go unnoticed among the landscape.  It is to be a generative and contributive member of our ecosystems.  The land upon which we dwell ought to be healthier, contain more biodiversity, and be more resilient as a result of our being there.

 In addition to serving the function of being ecologically regenerative, we must also serve our fellow friend, neighbor, family, child and elder.  The primary directive of our work is to serve these two ends: To care for the earth and to care for the people. 

Through our institution, college students could satisfy internship requirements (such as those for the organic agriculture program interdiciplinary certificate at CSU) by traveling to places like the Siyakhana Food Garden (a project by WITS University) or The Fambidzanai Permaculture Center in Harare, Zimbabwe and studying organic agriculture/permaculture at these educational centers.

This strategy has the unique quality of empowering a foreign community by naming them as the teachers and we the students.  It boosts them economically and socially to be hosting American students at their already established educational centers.  This is a radically different approach to foreign aid--one that is more dynamic and mutually beneficial than simply giving money or supplies.  This program would be supporting educational centers that are already teaching thier surrounding community about nutrition and growing food in a natural and energy-effecient way.  

In return, students will gain cultural perspective, organic agriculture/permaculture skills, and a travel experience that they will never forget.   Traveling is one of the most effective ways to stimulate personal growth and development and that is why it stands as a pillar in my dream institute.

Our study abroad programs do not need to be limited to college students.  It would be a dream come true for me to facilitate youth groups to gain an experience of traveling abroad.

•Sustainable agriculture
•Animal husbandry/pasture management
•Leadership training
•Permaculture/Landscape/Community Design
•Carpentry
•Food preparation and nutrition
•Natural medicine
•Natural birthing
•Sustainable energy and the built environment
•Montessori and Waldorf education
•Adventure education /nature awareness/outdoor education
•Athletics, juggling, unicycling
•Yoga, Chi-Gong
•Music education
    -Drumming, singing, chanting, music theory, other instruments
•Global awareness / cultural studies / geography
•Travel, study abroad, teaching abroad
•Foreign language
•Performing arts/drama/improv
•English immersion
•Personal development
    -enneagram/enneamotion
    -re-evaluation counseling
•Fine Art
    -painting
    -sculpting
•Natural philosophy, science, and mathematics
   -ethics
   -metaphysics
   -astronomy
   -geometry
   -handwriting
   -geology
   -biology
   -chemistry
   -physics
   -ecology
   -meteorology
   -mathematics
   -spiritual/religious studies

Click here to see one possible way of organizing these interests into a collection of departments.  This Prezi could potentially be shared and edited collectively by Sunrise Institute board members. (When the Prezi loads, click the right arrow in the lower right corner of the screen to begin the presentation, and continue to click that arrow to move through the show until complete).

Are we going to form a non-profit organization parallel to Emissaries of Divine Light (EDL)?

What is the corporate structure of this organization?

Will there be an ethics committee?

If so, how do we select an ethics committee?

What is the scope of our vision? How big do we want to get?

Do we want our programs to be accredited by an outside entity?  If so who? 

11 Day Permaculture Design Course

-Develop the curriculum for the Design Course in April and lay out the schedule

-Collaborate with other teachers whith whom to co-facilitate the course

-Implement/ document the course

-Reflect on the course and produce an output packet

Orientation Week for the 7 month Work Study participants

-Plan, implement, and document the activities, ceremonies etc. that will take place during the first week of the program

Guide students through their Independent Study Projects

-Present the assignment, articulate my expectations, and explain the process of peer review (during orientation week)

-Be an advisor to support the students during their process or place them with another community member who is willing to serve the role of student advisor

-Review and provide feedback to the students on the projects that they submit

Oversee the management and activities of the production garden

--Insure that there is adequate leadership present in the garden to provide training and accountability to the program participants

--Maintain irrigation system

--Perform tractor work and maintain equipment

Host Weekly Wednesday Permaculture Sessions

--Create a platform for weekly early morning yoga on these days

--Offer a combination of lecture/hands on activities every Wednesday during the growing season

--Create a curriculum/syllabus for the three month program

Host the Very Vivacious Variety Show III

--Bring to fruition, for the third year in a row, a silent auction, variety show, and fundraiser event for Camp Sunrise

Implement Camp Sunrise

--Initiation Ceremony, game show night, team building activities, hiking trip, talent show night, neptune day

Participate on the Board and help develop the Sunrise Institute

--Create ethics committee

--Learn/ create corporate structure

-Create Syllabus/ Curriculum

Current Skills
Gardening
Team management
Permaculture
Teaching permaculture
Learning languages
Speaking Japanese
Teaching Japanese
Geometry, astronomy
Multicultural awareness/ cultural sensitivity
Outdoor survival
Athletic skills (volleyball, tennis, soccer)
Circus skills (juggling, unicycle, slack line, magic)
Calligraphy
Public speaking
Youth education/edutation
Teaching natural philosophy
Music (banjo, fiddle, harmonica)

Desired Skills
Financial planning*
Professional administration*
Non-profit organization formation*
Legal understanding of by-laws and institutional structure*
Faculty management*
Carpentry
Waldorf education
Grant writing
Professional permaculture design
Foreign student administration (student visas, green cards etc.)
College level teaching and advising
Juggle 5 balls
New ranges of kindness

*skills needed to achieve next years’ goals

Beginning with Zone 0 my most deeply rooted guide is the Great Spirit that dwells in all things and shows herself in the Natural World around me.  From this source, I derive my inspiration, motivation, energy, and strength, and to whom I give deepest gratitude.  Zone 1 consists of my home and family and in this cycle of my life my most relied upon mentor is my fiancé Stephanie.  She and I are engaging in a full time partnership in our work, our home, our parenting and in our love and it is with her I share more about my world than anyone else.  Next, my baby girl Charlotte and step son Josiah are the teachers from whom I anticipate learning the most relative to my desire to be an educator.  Mom and Dad, I love you and you have brought me to where I am, you will always be my angel guides and guardians. 

As I look out into my zone two I see a robust community embracing my life endeavors.  Soma Hunter my neighbor and the leader of our Lakota style sweat lodge is a mentor to me as I begin my new cycle in life as a father.  Soma has three kids and has been a dear friend to me since I came to Sunrise Ranch in 2012.  He offers me spiritual wisdom and practical advice.  Susannah Light is my partner in tending the garden and teacher of practical life skills.  The more I see her as a medicine woman, the more magic I realize she has to give.

In Zone 3 I have Steve Short, Michael Costello and David Karchere as my supervisors, coaches and friends.  From them I have many skills and lessons to learn about my professional, personal, and spiritual life.  They each hold mega responsibility in the on-the-ground operations of Sunrise Ranch, leadership in the newly developing educational institute, and have much impact on the social and spiritual fabric of our community.   I look forward to creating with them in the years to come. 

Valerie Sites, my advisor with Gaia University, is currently a big support to me and I am eager to move forward with her on this journey.  I feel lucky to have been assigned to Valerie. 

Moving out to Zone 4 I see fellow permaculture teachers in my region and with whom I am collaborating to teach an 11 day permaculture design course intensive.  Jason Gerhardt and Kelly Simmons in Boulder, and Joel Glanzberg who I took my PDC with in Zimbabwe in 2009.  We have recently partnered with Sustainable Living Association—Kellie Falbo is the Director of this organization and a woman who I would like to learn professional and organizational skills from.  I would like to build stronger relationships with Colorado State University and to name a few collogues at this institution I anticipate maintaining relationship with we have: Addy Elliott who offers the Interdisciplinary Certificate In Organic Agriculture from within the Department of Soil and Crop Science; Josi Plaut, the Director of Projects at the Institute for the Built Environment within the department of Applied Human Sciences; Carl Hammerdorfer, who runs the program called Global Social and Sustainable Enterprises, and lastly Makko Beecken who was my Japanese teacher while I was studying at CSU. 

Zone 5 consists of my relationships with people and organizations that exist beyond Colorado boarders.  Professor Michael Rudolph at the University of the Witwatersrand is a big inspiration to me and in many ways serves as an eternal role model.  The Siyaknana Permaculture Garden and Frank on Rocky street, are my connection to the inner-city of Johannesburg and friends who I would love to see again one day if not send many souls to meet them.  The Fambidzanai Permaculture Institute near Harare, Zimbabwe is in incredible educational center that I would like to partner with in the near future to send students to participate in workshops and internship programs that they offer there. 

Lastly the guides that reside farthest from me are also the most impressive and inspirational.  They are the stars and the unknown wonders of the heavens above.  In this category I recognize my Grandma Betty and Grandma Isabelle: both living wonders whos spirits I have much admiration for. 

There has already been so much momentum generated within myself and my community to make this institution a reality and this output package is one more contribution to the collective endeavor.  I would like to share this website link with the members of the board so that they can fully understand my vision and intentions.  As the season draws nearer, I must focus my attention on the implementation of our 11 day PDC, prepare for the new participant's arrival, and concentrate on getting the irrigation system up and flowing.  My life is going to be very different once the students arrive and will stay that way at least until October when their program ends.  I am a bit concerned about how I am going to manage my time in a way that will allow me to be available on the ground and in the fields while at the same time satisfying my requirements for Gaia University but intend on moving forward with faith in my capacities.  The board members of the Sunrise Ranch Institute will likely need to get together soon and discuss recent developments--a meeting that I am excited for.  I need to continue to train my body so that I am physically fit for the season to come, exercise and engage my mind, and remain spiritually centered as frequently as possible.   The video below is the last element of this output package--a bit of farewell inspiration.  Below that is my process reflection and learning extracts--behind the sceens information on the creation of this output package.  Thanks so much for having a peak into my most ambitious life ambitions. 

Patrick Padden

Wowza.  This moment has been a long time coming.  I have been dreaming and visioning for the last 4 years about the ideas that I have laid out in this output package.  It was slow coming together and I pushed back a number of self imposed deadlines.  On the one hand I am not pleased with my time management skills and on the other, there were many elements that needed to come together in this output in order for me to feel satisfied with it.  This is an important document and the process of creating it has been an exciting experience.  The technology was at times distracting especially the prezi software; but in the end I am happy to have these new skills with which I can take with me on my journey. 

In this output package I:

-deepened my understanding of Mahara

-learned how to use Prezi software

-learned how to download and use a screen recording software called Fast Stone Capture

-learned how to screen share using Skype during a session with my advisor Valerie

-utilized my HP Touchsmart webcam along with youtube to upload videos

-utilized Microsoft Word and Microsoft Publisher

Be Local Northern Colorado www.belocalnc.org which is now http://www.nocofoodcluster.com/  was referenced in my Ignite Fort Collins presentation

Fambidzanai Permaculture Center in Harare Zimbabwe was the host of the international permaculture design course that I referenced in my Ignite Fort Collins presentation

Mollison, B. C. Permaculture: A Designer's Manual. Tyalgum, Australia: Tagari Publications, 1988. Print. This book is where I drew the zone model from to articulate my "zone goals."  I also reference this book in my Ignite Fort Collins presentation

Morrow, Rosemary, and Rob Allsop. Earth User's Guide to Permaculture. Pymble, N.S.W.: Kangaroo, 2006. Print.  I used some pictures from this book in my Ignite Fort Collins Presentation

Sunrise Ranch is the intentional community that I speak about as being host to an education institution.  I also show some pictures of the internship program and garden in my Ignite Fort Collins Presentation

The Siyakhana Food Garden project (Supported by WITS University in Johannesburg South Africa) was referenced in my Ignite Fort Collins presentation

Transition Colorado http://coloradotransitionnetwork.org/ was referenced in my Ignite Fort Collins presentation

"World Wide Opportunities on Organic Farms:Linking Volunteers with Organic Farms and Growers." World Wide Opportunities on Organic Farms. N.p., n.d. Web. 18 Nov. 2014.  I referenced this program in my Ignite Fort Collins presentation

The videos and pictures below represent documentation of the process I went through in creating this output package.