(não é uma “ata”, é um documento aberto… por favor insiram diretamente as vossas anotações)
Enviado para: lista-da-soc-civil-sobre-ttip@googlegroups.com
Breve nota da reunião Grupo de Contacto TTIP de 8.8.14
Local: CIDAC
Quando: 1830-2030 de 8.8.2014
Em Reunião:
A assinatura em 26 de setembro do CETA (Canadá-UE-EUA) não se confirma
Alemanha parece reticente em aprovar TTIP
ICE, a CE tem 2 meses para a aprovar e esta ser lançada.
ICE deve ser lançada após 15 set, talvez a 26 ou 28 de set
evento europeu a 11 outubro ainda por definir
atualmente, há 10 associações promotoras da ICE (as 7 da ICE (a LPN saiu), mais Gaia, PAN, Academia Cidadã, Precários Inflexíveis)
Existem 3 grupos de trabalho na “plataforma” (Contacto, Análise e TIC)
O documento que vamos apresentar para subscrição às associações que o Grupo de Contacto vai contactar é a versão portuguesa do texto da ICE:
https://docs.google.com/document/d/1HkR4sryJQcFKCYsJvESjwyBskNe0eqNrJoDGMgxku3g/edit
9. São necessárias 15750 assinaturas em Portugal
10. Texto da ICE enviado para Pascal (GT de TIC) como conteúdo para quando o site da Plataforma for lançada
11. Todas as organizações aderentes à plataforma deveriam definir o nome da plataforma até dia 14 de Agosto
11. Próxima reunião do Grupo de Contactos, na CIDAD, a 5 de set 1830
To-Dos:
1. Sérgio Pedro: Contacta Raquel Rio (Lusa) pedindo-lhe a designação do TTIP
2. Todos: Começar a contactar pessoalmente os dirigentes associativos que conhecemos divulgando o texto supra, e pedindo que apoiam a ICE quando ela estiver aberta a recolha de assinaturas e enviando (já) o seu logo e indicação de apoio para a Mehr Demokratie (que centraliza a lista de 196 ONGs europeias que apoiam a ICE). Até 26 de agosto (?) fazemos estes contactos e depois divulgamos a lista de apoiantes
3. Rui: Vai enviar às 7 associações ICE-PT mail pedindo se concordam com:
3.1. Designação “Não à <designação da Lusa>” com logo europeu da ICE (depende de designação da Lusa)
3.2. Se aprovam a constituição destes 3 GTs com a composição (Sérgio Pedro vai reenviar para Rui): Pedro (Oikos), João (CIDAC), Rui (+D) e Sérgio (GACTTIP), já aprovaram
4. Rui: vai pedir aos 7 que contribuam com 10 euros cada para financiar o domínio para plataforma<nomedalusa>.org (falta definir o nome)
5. 3 e 4 são definidos até 14 de agosto. Na falta de resposta, assume-se concordância
Visualizing the core module being given in other partner course.
1 day o 1,5 days.
- Basics of degrowth, introduction to degrowth, more formal presentation (method) like the one the academic group has prepared. Esplain why we are talking about the degrowth. With the discussion at the end. It could be at the first evening.
- Path (optional method)– the connection to the place.
- We do not have to cover all the subjects that was covered during the walk. We can do some.
- We should understand the authors but than we have also to understand that they have different concerns and how they link with each other.
- Forum theatre (optional method)
- Should be better planned, and in advanced. Maybe we can invite a professional director.
- We should have a good description of the forum theatre.
- Mapping (optional method)
- Mapping could be related to the practical part of the course, it could happen later to link practice with theory.
IMPORTANT: We have to prepare the materials before the course. We have to tell as much as possible before the course, background for the course. Than people can follow the course better. It also concerns methodology.
We do not have to make Forum theatre and mapping all together. Maybe we can chose one of these methods because we also need time to reflect and digest everything with calmness.
We have to identify the objectives of what the learner should learn on the course and suggest some methodologies.
CHANGES
− The “experts” should stay the whole course, not only give a conference but also participate in the group work
− Content: less details and to analyze them more profoundly.
− Content: more history of growth, degrowth, concepts and authors better presentenced to be easy to remember
− Enable the participants to make the connection of the theory they learn with the practical parts/life. Mapping can help.
− To help make the connection between the theory of degrowth and the background of the participants. Like the visualization exercise at the end.
− Networking between participants, good presentation of participants, giving their background at the beginning so that they can relate theory to practice. Than the coordinators and experts can link peoples individual experiences to the theory they talk about. They can include the participants to enrich the theory by giving their examples.
− Replace the icebreaker from telling about when we bought our underwear to show our underwear.
Visualizing the TTT module being given in other partner course.
General ideas:
- start with expectations and experience round
- we can introduce the teaching methods beforehand or even ask people to share their experience in the registration form
- put TTT aside from the rest of the program (1 - 1,5 day), although it also has some benefits when participants are able to work on their assignment (presentation) already during the course or at least overnight
- open space --> peer learning about teaching methods
- let the people reflect on methods that were used during the course
- use short activities (1 - 1,5 hour)
Module structure:
- 4 presenting styles (academic, interactive, practical, poetic, political speach?)
- keep it the way we did in Can Decreix – short input, experience sharing, group work to prepare a presentation in each style
- 3 aspects of degrowth frame (philosophy, organization, politicization)
- take more time for this, bigger and more practical tasks for working groups
- the philosophy part can be worked before by every participant (reading)
Changes:
- include real work and issues: in the TTT working groups (both presenting styles and framework), the participants could work on an actual course or workshop that one of them is planning to give. This would make the exercise more specific but it needs some preparation (ask participants to bring their own ideas, ask about the stage of their course in the registration form)
- workshop on the online platform – it can be used for research in the working groups, this way also participants become more familiar with the platform
- add body language and how to act on stage, non-violent communication, game “crazy degrowth professor”
DEFINING THE TASKS OF WHAT NEEDS TO BE DONE CORE
- Description of the core module (MAIKE)
- Explaining the structure of the module.
- Describe the objectives of the core module.
- Description of sources and dimensions of degrowth (FRANCOIS)
- Finish the presentation (AGATA, GUALTER, PANOS?, NATASHA, TO)
- Prepearing the timeline of degrowth history (WOJTEK)
- FRANCOIS will send the history of degrowth text.
- Translate the texts that presents the resources of degrowth – The book of FRANCOIS: “Decrecimiento en 10 preguntas” will put un on the platform.
- Put articles on the platform and decide on the compulsory readings for participants. Indicate which pages should be read before the course. (AGATA, FRANCOIS, GUALTER) – on the new platform
- Putting together the authors and their concepts (WOJTEK)
- Upload the different authors (GUALTER)
- Ask all the speakers to give their presentations and the references for the booklet (FILKA until the end of May)
- Degrowth dictionary – upload it (GUALTER)
- i. Have a look at it and maybe summarize the articles.(?)
- ii. Take the concepts out of the dictionary (?)
- iii. TO DISCUSS Do we want to separate concepts and authors?
- i. We would like to have a nicely design booklet that one can print and take along: authors, concepts, short summaries, references.
- Get concepts from the EJOLT (MAIKE)
- Circulate the syllabus of the degrowth summer school in Barcelona (FILKA until the end of May)
- IN THE FUTURE Elaborate the booklet with concepts and authors.
DEFINING THE TASKS OF WHAT NEEDS TO BE DONE TTT
- Define the objectives of TTT module (GUALTER, SUSANNE?)
- Define the 5 ways of presenting: interactive, academic, poetic, practical, political (THE BELGIANS: FRANCOIS and MICHAEL)
- Collecting the documents from Kathryn (FRANCOIS and MICHAEL)
- Write about the methodologies that we use in our presentations: interactive (MICHAEL), academic (PANOS?), poetic (LUCIE, OLIVIER), political (?), practical (LEFTERIS and SYLVAIN).
- Tutorial for the platform (GUALTER)
- Revise the registration form (GUALTER)
- Ask for teaching experience and what the participants want to learn in TTT
- Ask for ideas to work on – stages of course preparation
- Material on presentation skills, examples, database of presentations (SILVIA)
- Visualization
- Texts on philosophy, organization, politization + examples, case studies
- Phylosophy (FRANCOIS B and AGATA)
- Politisation (MAIKE, PANOS, JORGE)
- Organization (GUALTER)
- i. Visualization of courses and modules (GUALTER contacts WOJTEK)
DESCRIBING METHODOLOGIES
- Path/the walk (FRANCOIS and FILKA)
- Forum theatre (OLIVIER and JOANA until the 15 of June)
- Mapping (FRANCOIS)
- Collect inputs/tools/materials of ways of presenting (? collective afford)
NEW PLATFORM
Maike
Degrowth requires an epistemological and methodological framework capable of critically assessing the steps taken by the movements and initiatives that build up around the concept. The methods and techniques of teaching and learning within every GROWL course attempt to be coherent with degrowth ideas and promote a deconstruction and dialectic of both society mechanisms and the own degrowth movement dillemas.
On the other hand, while a lot of practice-based materials exist (for example in the fields of permaculture, DIY, etc.), it is rare to find articulations between the concrete skills being learned and their (potential) contribution to degrowth. An effective praxis of degrowth can therefore only be established by framing existing local actions within degrowth historical, economical, political, cultural and sociological background. To this purpose, a combination of content and methodology, as well as of expert and lay knowledge, is crucial.
We avoid the hierarchical structure of transmission of knowledge and experiences, try instead to create an atmosphere of equality and exchange between peers. It is more about sharing knowledge than about teaching and learning. In spite of the fact that in any kind of social experience we encounter power relations, we try to build non-hierarchical structures. The trainer, more than an expert on the topic, is a facilitator and regulator of power relations, taking care of time and assuring the right of everybody to participate and speak. The participants are an important source of content, a resource, and the trainer should know how to explore it to the benefit of the whole participating community. The GROWL process of learning is also participatory. That means that every participant should be included in the process of designing courses, developing materials and building the trainers network.
We also use a “head, heart and hands” approach in which all these three dimensions of experience are equally important. We think, we analyze, we discuss. We feel and express our feelings in order to make an experience of learning more personal. Finally, we learn by practice, by doing. Learning opportunities can and should take place within local communities, provided both by skilled trainers (e.g. craftsmen), or in peer learning across communities of practice (e.g. exchanging good practices and experiences among similar initiatives).
Continuous reflection on the process of learning and self-reflection are essential. Participants can reflect and decide on what they want to learn and how they will do it. The space to express concerns has to be provided and organizers should react to participants’ needs.
Our way of working also brings a lot of degrowth dilemmas. The fact that we are an international project leads to some of the participants of the courses taking the plane to learn about degrowth. This is an obvious incoherence as far as degrowth values are concerned. It can be especially difficult issue if we are working with very critical people. We need to be aware of possible critiques towards the GROWL project and be open to address these dilemmas by using the methodology of ethical dilemmas.
The GROWL training method is also based on the constructivist philosophy. That means that we believe that the realities are socially constructed and in order to get to know them we should deconstruct them, search for their social origins and trail their history in the critical way. Constructivism also means that there is not only one through but many different views on the reality, depending on individual and group experiences.
Constructivism and deconstruction are the key aspects of GROWL method. First, we help the participants to un-learn: to analyze their own ways of thinking, the origins of their worldviews and that way encourage them to open to the change in their mental structures. The objective of the deconstruction is to re-learn, to help people to change their way of thinking. In order to do this, apart from the deconstruction, we have to assess the reconstruction. We want to help the participants to construct their alternative reality. It may be done as a last part of the individual processes of participants, starting with their presentations and ending with a visualization of themselves in the new world.
Learning about degrowth in the group process, criticizing the mainstream reality and proposing radical alternatives may have important psychological impact on the learners. That is why we have to be attentive to the human process, pay attention to individual evolutions and revolutions.
Moreover, as we want to accompany the participants in the construction of their own alternative realities we should start with the diagnosis of where they come from. The proper presentation is needed in order to become familiar with the social background of participants. Every participant comes from different initiative, different movement. We want to invite them to the process of self-reflection during the course. How they can change their perspectives and realities. We want participants to reflect and exchange reflections on how they can apply into their lives what they have learned during the course. In order to close the process appropriately and leave the participants with constructive energy to apply vital change in their realities we propose to introduce the visualizing exercise at the end of the meeting and positively empower people. This aspect should not be neglected: the deconstruction processes taking place in the courses could otherwise lead to people leaving with negative impression, with the fatalist and immobilizing feeling that there is no alternative.
The goal of this process is to empower people, helping one to make the right questions and be critical on the own proposals of the movement. Ideally, every participant should be able to undertake action after the training and keep learning through his or her actions in the groups he or she works with, including its peers at the GROWL network. This networking element, supports the process commons-based peer open knowledge production, which we believe is fundamental for radical and transformative innovation on the theory and praxis of degrowth.
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