Permaculture and Philosophy
Angelo Eliades @ The Permaculture Research Institute
We can teach philosophy by teaching gardening, but we cannot teach gardening by teaching philosophy. – Bill Mollison
…permaculture has a branch of philosophy grafted to it in the form of a set ethical principles…
…One point that must made be clear here is how the ethics of permaculture differ from other ethical systems. The ethical principles of permaculture are what I would describe as a ‘practical philosophy’ — one based on science and observation rather than theory, doctrine or belief…
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In Sweden and Finland courses in theoretical and practical philosophy are taught separately, and are separate degrees. Other countries may use a similar scheme—some Scottish universities, for example, divide philosophy into logic, metaphysics, and ethics—but in most universities around the world philosophy is taught as a single subject. There is also a unified philosophy subject in some Swedish universities, such as Södertörns Högskola.
…science, which emerged from philosophy, deals with material realities, arts with the various styles of expressions while philosophy deals with our experience of reality by essentially different methods.
Examples of practical philosophy subjects are:
– Decision theory
– Political philosophy
– Rhetoric (more – wiki)
Philosophical counseling, also sometimes called philosophical practice, is a contemporary movement in practical philosophy. Developing since the 1980s, practitioners of philosophical counseling ordinarily have a doctorate or minimally a master’s degree in philosophy and offer their philosophical counseling or consultation services to clients who look for a philosophical understanding of their lives, social problems, or even mental problems. In the last case philosophical counseling might be in lieu of, or in conjunction with, traditional psychotherapy. The movement has often been said to be rooted in the Socratic tradition, which viewed philosophy as a search for the Good and the good life. A life without ethics was not worthwhile living for Socrates. (more – wiki)
Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning. According to one definition it involves “paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight”. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. A person who reflects throughout his or her practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to his or her existing knowledge base and reach a higher level of understanding. (more – wiki)
1. Shake three coins in your closed hands and drop them.
2. Count heads as three and tails as two, and add the value of all three coins. Three heads equals nine, two heads and one tail equals eight, and so on.
3. If the number is odd, draw an unbroken line. If it is even, draw a line that is broken in the center. Write the numerical value of the line next to it.
4. Throw the coins again to get the second line of your hexagram. Draw the line above, not below, the first line.
5. Repeat this procedure until you have six stacked lines. Remember to proceed upward from the first line, not downward. Your hexagram might look like this:
6. To find out which hexagram this is, consult the chart below for reference. The bottom three lines are the lower trigram, and the top three lines are the upper trigram. The number on the chart that lies at their intersection indicates which hexagram you have thrown. The example above is number 50.
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