Synergia is beginning to outreach for the commencement of a newly revised MOOC, Towards Co-operative Commonwealth – Transition in Our Perilous Century, which will be offered free online beginning in March. We hope you will join us for the MOOC, and also help us spread the word to your own contacts and networks

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Join us for this intensive two-week study programme with Schumacher College and Synergia Institute. This course offers participants a practical guide on how we can shift our economy to put people and planet first This programme brings together international scholars and experts who will explore all key areas of society; food, democracy, housing, social care, the commons and social finance. This course is useful for people involved in developing social enterprises and co-operative organisations, students, activists and academics.

An intensive two-week study programme with Schumacher College and the Synergia Institute

What is the ethical economy and how does it work?

• Comprehensive exploration of economic democracy and sustainability as viable bases for system change at local, regional and international scales.
• Unique combination of history, theory, and practice.
• Strong focus on personal & professional experience & participation as key elements of the course.

The Synergia Programme will include

The Problematic with John Restakis
How might we frame the historic moment in which we find ourselves from a political economy perspective? This session presents both a historic retrospective on the movement for economic democracy and how the current configuration of global capitalism demands new perspectives, models, and action strategies for change makers world-wide.

The Partner State with John Restakis
The current crisis of the welfare state is the culmination of a process of de legitimation that has been in the making for more than a generation. For many, the very notion of the state as a force for the good is untenable. But is there a way to reclaim and re conceptualize the state as an institution in service to the common good? This session introduces the concept of the Partner State as an extension of the principles that characterize co-operative economic democracy as a political, economic, and social ideal.

Labour and the Precariat with Cilla Ross
With the emergence of revolutionary digital and informatics technologies, traditional forms of labour are rapidly being replaced with the rise of a new class of precarious and atomised work that threatens not only the livelihoods millions but also the very meaning of work itself. This session examines the implications of this revolutionary shift in the forms of labour, what this entails for the well-being of workers, local communities, and society, and how co-operative and human-centred models of work can challenge the dominant paradigm.

The Commons with Michel Bauwens
Over the last decade, the idea of the commons has emerged as a powerful antidote to the prevailing private property and free market notion of how economies, markets, and social relations might be organized. In particular, the rise of digital platforms and the restructuring of online work through the operation of peer-to-peer networks has offered a revolutionary re think of how co-operative and commons-based principles are redefining both economic and societal relations in service to the common good. This session examines what the idea of the commons means for re visioning models of political economy as alternatives to the status quo.

For more information and registration, visit the Shumacher College site

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The TepozHub is an office jointly used by several people and initiatives, where the infrastructure is available to all who contribute. There is also the secondhand and barter online initiative and the community radio station Tepoztlán. Our family decided that all this offered a unique potential to create a special learning context for our children as well as for neighborhood youths and adults…and so we decided to contribute to the transformation from the bottom up and to focus on building an alternative to education with many others who shared our views.

It all began when we as a family had to choose a school for our children to attend. Making a wise choice became more and more intense as we realized that other parents were grappling with the same question. But to us, it became a decision of life beyond the school and even education. We felt it was more important to ask how we wanted our children grow up and learn. We thought about how we would spend the time that we devote to our children, and how we would have to change ourselves so that they could grow up free, being exactly who they are, and make decisions about their own lives.

All these questions made us want to reinvent learning as something deeply connected with the joy of life and something that requires care. They strengthened our desire to ensure that we could connect life and learning in our children’s lives, and also in other people’s lives, and especially in our own. We wanted to open up a path that everyone could take, a path through which we would reinvent ourselves and define what to do, a path on which we would expand our means, opportunities, and skills to learn and take action, and together with other people experience and bring about the vitality that lies in learning itself.

That is how we came to establish Camino Abierto, the Open Road, a space for pursuing alternative forms of learning and living on this planet. The name refers to the poem “Song of the Open Road,” written by Walt Whitman in 1856. Camino Abierto sees itself as a community for self-directed learning. This is where we try to integrate learning and living, and in the process, build community ties. Our group includes families whose children go to schools and others whose children do not. We meet on a regular basis to exchange views, and we organize common activities, tours and outings as well as workshops that everyone can participate in.

Our starting point is our own interests, creativity and skills. Every month we compile a calendar with all activities that we want to do. For example, we learn about the balance of life in the orchard and in the biology of the region, about the natural world with expert talks and hiking. We are developing a new global consciousness through our film club. We get to know ourselves through contact with nature, exploring our comfort zones and our boundaries. We learn to reinvent ourselves in the meeting with others, and we learn about the power of the word in reading groups where we grapple our feelings towards others. We work on social integration, occupying the public space where we use bicycles, tricycles and roller skates² – which requires redesigning the public space – and we create communal spaces, designing projects for community parks and orchards. In short: We shape and live learning as commons!

Building and revitalizing our community are the most meaningful, essential and useful learning of our time. It takes place from a local initiative in a small and human scale. People assume that learning happens naturally; they integrate it into their family lives and in a natural way, and it leads to actions. Thus the very process of creating networks for mutual support results in more resources and relationships becoming available – and over time, this brings about a learning-friendly context and spaces of communality.

People in many parts of the world are starting to recover and claim learning as a commons, and are creating new structures to make it real. The initiatives vary widely, but they all share the feature that the people are directing their learning themselves. Learning as a commons is embedded in meaningful contexts. It is founded on people developing their own interests and addressing problems and questions in their lives. Doing all this in a self-directed and free way – “unschooling” themselves³ – lets people find their own ways of learning that exist beyond the logic of the state and the market, both of which are increasingly shaping school curricula and undermining academic freedom.

“Learning as a commons” is a challenge because it always has to be rethought and re-enacted with others. Also, in contrast to homeschooling, it must take place within the community itself. The challenge lies in developing unique living environments in which children and youth can take courses, work on projects, solve problems, or simply play. Learning as commoning must create an ambiance that is embedded in active life, and in which there is no room for coercion, pressure, manipulation, threats and anxiety. Such “learning communities” do not seek to imitate school, but rather to create environments in which the people involved do things, and in which they do better and better at what they are doing, not least because they themselves benefit from it. Learning in this way is encouraged. Girls, boys, youths, men and women all have the capacity to learn for themselves, provided they are interested, are offered a suitable context, and have the resources and the liberty to do so.

Real learning empowers us to decide how we spend our time and how we give the world meaning – from our identities and relationships with others. That is how learning sticks; people understand and remember it, and it is useful for taking care of ourselves, others and nature. Curiosity and creativity are at the center of attention – and they can unfold in horizontal networks among similarly minded people, supporting solidarity and exchange. At the same time, such a process opens up substantial individual potential for development. All this creates the conditions for people to shape their lives themselves and to live life to the fullest. In other words: learning is living. Learning as commoning has an impact beyond the learning itself. It affects family life in different convivial forms, gender relations, and the organization of work, time and good living. It is a process for building another basis of understanding.

Instead of education what we really need, in the words of Gustavo Esteva, the founder of the Universidad de la Tierra in Oaxaca, is “to find ways to regenerate community in the city, to create a social fabric in which we all, at any age, would be able to learn and in which every kind of apprenticeship might flourish.…When we all request education and institutions where our children and young people can stay and learn, we close our eyes to the tragic social desert in which we live.”⁴

It is hard for us at Camino Abierto to imagine approaching learning from a culture of individualism, yet at the same time, most of us are not deeply embedded in communities. The reality of our lives does not correspond to the commons. That is why this way of shaping life is also an opportunity for us to establish and enliven our own experience of community in everyday life. Ivan Illich described the magnitude of this task like this: “We have almost lost the ability to dream of a world in which the word is embraced and shared, in which nobody limits the creativity of anybody else, in which every person can change life.”⁵

Yet it is not all that difficult to create alternatives, and the implications are considerable. There are many opportunities for developing a real intercultural dialogue that comes from learning by doing. Autonomous learning communities can connect as equals with other worlds beyond “education,” and with other learning communities, especially with those that rely on “new commons” created by information and communication technologies. Learning as commoning brings the possibility of building relationships and networks in a horizontal exchange, between those who were born into a culture of individualism and those who were born into a rich community. Together, they can develop the knowledge and wisdom to build their autonomy: the beginnings of a rich interculturality. All new structures of learning could be conceived of as commons – popular education, community-based and supported schools, educational institutions, vocational training centers, learning communities, even universities.

The Zapatista communities in Mexico are an impressive example of taking demands for educational autonomy seriously. As J.I. Zaldívar writes, Zapatista education offers an incredibly strong anchor for “establishing learning from the bottom up and seeking those elements within the communities themselves that combine the local reality with the universal; developing them beginning with their local foundation, and relying on the knowledge present in the indigenous farming communities in the process….” He continues:

It has succeeded in developing an educational system with various levels that were developed by the Zapatista communities themselves, referring to their history and their geographical surroundings; […] it sets its gaze on the Zapatista communities, even when seeking to better organize what these communities have been doing for centuries, namely training those people who will attend to life in the communities, in the final analysis so that they will not die, but will on the contrary be reborn time and again”⁶.

In the Mexican state of Oaxaca, the Universidad de la Tierra (in English, the University of the Earth, or “Unitierra” for short) takes a similar approach. It was established in 2001⁷ to provide free learning opportunities, especially for youths who have not completed school or vocational training. It employs learning methods that people have always used in their own ways. Unitierra is an example of creating places of conviviality⁸ where everyone plays a part, where people learn communally, and every individual can still do what he or she is interested in.

The founder of Uniterra, Gustavo Esteva, puts it like this: “Knowledge is a relationship with others and with the world; it does not mean consuming a good that is packaged in bite-sized insights. In the best case, consuming such a tidbit means receiving information about the world. Yet knowledge means learning from the world, by entering into relationships with it, with others, and with nature, and by experiencing them. […] At the university, the youths learn things they are interested in from people who do or produce something in particular; in this way, they not only acquire specific skills and capabilities, but also observe the lives of people who pursue certain activities and can figure out whether that is what they really want to do in life. What they learn is useful for the communities they come from, and the young people derive dignity, esteem, and income from it.”⁹

Unitierra is also a place where people think about the economization of learning, in other words, the fact that “education is learning under conditions of scarcity and is therefore, seen from a historical perspective, a relatively young practice that [emerged with] the economic society. Everywhere, people and entire peoples are taking up initiatives that are no longer limited to reforming the educational system or making it their own. Instead, they are leaving it behind.” Here, Esteva agrees with Holt¹⁰ when he adds, “our competence in life emerges from our learning by doing, […] to be precise, being alive and living means nothing other than learning.”¹¹

Learning as a commons is in fact functioning in a number of countries. In Udaipur, Rajasthan, a de-educational movement called Shikshantar is focused on regenerating diverse informal knowledge systems and nurturing radical learning communities within the larger spirit of gift culture. Inspired by commons freedom-fighters such as Mahatma Gandhi and Rabindranath Tagore, Shikshantar has created an intergenerational community “unlearning” center with a library, Slow Food café, urban organic farm, upcycling maker space and community media studio. At an annual Learning Societies Unconference, learners can enter into deeper dialogue, friendship and collaboration among learning communities across India that are seeking a radical, systemic rethinking of monoculture education and development.

Another project in India, Swaraj University, hosts a two-year self-designed learning program for people between sixteen and thirty years old. The learners, called khojis (seekers), are encouraged to reconnect with the wild and explore their deeper passion, purposes, needs and gifts within a larger context of community living. Their co-learners (“faculty”) in reclaiming the abundance of the commons include other khojis, artisans, healers, tribal fishermen, small farmers, street children, grandmothers and activists, among others. There are no “degrees” required to join and no degrees issued because certification is regarded as another tool of enclosure. To support the program,khojis are invited to contribute whatever they can to operating costs and to pay it forward to help others participate in the future. A notable part of Swaraj University is the cycle yatra, in which a group of young people travel in rural areas on bicycles for one week, without any money, digital technologies, medicines or planning.

In Ciudad Bolivar, a neighborhood in the southwest of Colombia’s capital Bogotá, Libertatia is a social center for children and youths of the most disadvantaged social classes of the city’s population. Libertatia is designed as a space for learning and dialogue, for exchanging knowledge, and is managed by the young people themselves. There are neither teachers nor students, but workshops where the people involved learn critical thinking in order to change their living conditions.

The Purple Thistle Centre of Vancouver, Canada, was established in 2001 as an alternative to schools that is managed by youths themselves. The focus is on art and activism that help young people gain experience the challenges of community needs and self-organization.

The Otherwise Club in London has been a place of self-determined learning for more than twenty years. It was established by mothers for children and youths. The Otherwise Club has been cooperating with the London Community Neighbourhood Co-operative (LCNC), an ambitious project supporting environmentally sensitive practices in housing, working life, and in the communities and neighborhoods themselves, since 2011.

The Learning Exchange started in Evanston, Illinois, in the US in 1971 and rapidly spread to more than forty communities. It is closely tied to the ideas that social critic Ivan Illich set forth in his book Deschooling Society.¹² People documented on file cards what they wanted to learn as well as what they could teach and what they wanted to share. After just two and a half years, 15,000 people had registered to teach or learn 2,000 topics. Today, there are similar “Learning Exchanges” in many states of the US.

The Synergia Project at Athabasca University in British Columbia, Canada, uses online tools to share extensive research about cooperation – whether through formal knowledge or tacit knowledge – to teach how to build new types of institutions for a sustainable and socially just future.

Since 2013, the Cusanus University in Gründung, Germany, has been an ambitious educational institution that offers a critical, transdisciplinary masters degree program in economics, with a special emphasis on the formation and creation of society and the economy. The state-accredited university is committed to the notion of community. One example of how this is expressed is the campaign Denken Schenken (“Thinking Giving”) in which the community of students itself raises support for its members and also decides how to distribute funds, including scholarship grants. In their vision statement, the founders of Cusanus speak of “empowering people to educate themselves.” By this, they mean that “within the social community, every person should be permitted to educate himself or herself in moral and intellectual freedom.” That includes learning how to “creatively develop and reflect on [one’s own subject area] beyond pure imparting of knowledge.” The school also encourages students to take part in “interdisciplinary dialogue as well as to participate creatively in society rather than focus on narrow specialization.” “In the process, we explicitly include the level of values and meaning,” the website reads.

That is surely what unites the experience of those who participate at Camino Abierto and so many other commons: learning must have meaning for our lives and for the lives of the people with whom we are in relationships.

Patterns of Commoning, edited by Silke Helfrich and David Bollier, is being serialized in the P2P Foundation blog. Visit the Patterns of Commoning and Commons Strategies Group websites for more resources.

Claudia Gómez-Portugal M. (Mexico) is a Mexican activist promoter of the transition agenda and founder of the organization SAKBE Commons for Change (Spanish: Comunicación para el Cambio Social) and the Free Learning Communities for Life initiative. She is a strategist in communication for social change, effective participation, knowledge sharing and community revitalization.

Image by TepozHub.

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DESCRIPTION

This course presents inspiring local, regional, and international solutions in community energy, local food, social care, land tenure, and cooperative finance that address current concerns for environmental and social well-being. It introduces the knowledge and practice of co-operation, economic democracy, and the commons and invites your participation in an intensive program of exploration, instruction, dialogue, and practical training in systems change and transition.

OBJECTIVES

• Outline and explain the problematic, and transformative vision.
• Discuss emerging food system alternatives and strategies for transitioning to just, sustainable food systems.
• Recognize the role of public policy and bottom-up innovation in renewable community energy.
• Outline the philosophy, rationale, and organizational forms of user-controlled models of health and social care.
• Discuss enclosure, and the alternatives of commons and land trusts.
• Describe community development finance and co-operative capital raising and their potential to secure democratic and socially directed investment for the common good.
• Synthesize key ideas and practices that define systemic transition.

Target Audience: We imagine that if you were attracted to this course, you will be someone who shares our general world view and vision, and wants to broaden and deepen it and join us and others to develop it. That is its principal purpose, but a secondary purpose is to link people and projects that share these views in practical ways. In this first presentation, you are likely to be people who are already engaged in social change work in three crucial movements – co-operation, commons, and sustainability. Most are already actively working to make this world view a reality. You may be active in the environmental movement, human or animal rights, social equality and development, the solidarity economy, co-operative finance and alternative currencies; the Transition Movement, permaculture, local food, eco-villages, the digital commons, peer-to-peer and open educational resources, community energy or many others.

Course is offered by Athabasca University in collaboration with Synergia.

COURSE INSTRUCTORS

Reposted from Canvas.net

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2-Week Study Program
“Transition to Co-operative Commonwealth:
Pathways to a New Political Economy”

September 11 – 23, 2016
Monte Ginezzo, Tuscany

UPDATE: Synergia Summer Institute registration reduced full 2 week program now €1,500 and 1 week option €1,000

Overview

Around the world today, there is a universal sense that we are living through a unique moment in history. Rarely before has the need for systemic change been more obvious or more urgent.
The economic and social crisis that continues to unfold across the globe requires a new vision of political economy that can offer a truly progressive alternative to the neoliberal paradigm that is undermining the civil and democratic foundations of our societies and the economic and social well being of individuals and their communities.
For change makers the world over, the challenges to be faced are global – yet the solutions must be effective locally. The interface of global knowledge with local practice has thus become the nexus for transformative social change in our time.
Synergia is an international network of individuals and organizations that unites academics, social activists, practitioners and policy makers in a common effort to articulate, advocate, and implement models of economic and social practice that transition societies to a new model of political economy. One that is sustainable, democratic, socially just, and based on the principles of co-operation and the common good.

Synergia Summer Institute’s Course:

Located on Monte Ginezzo outside the Etruscan hill town of Cortona in Tuscany, the Synergia Summer Institute for Commonwealth Transition offers an intensive program of exploration, instruction, dialogue, and practical training on transition models for the realization of an ethical economy. The Synergia Summer Institute applies the knowledge and practice of co-operation, economic democracy, and the commons to address the central issues of sustainability and social wellbeing at local, regional and global levels.
The overarching focus of the Synergia program is to answer the question: What is the ethical economy and how does it work? The course will provide a critical overview of the contours of this new political economy and the mechanisms required for its realization.
Pedagogically, the Synergia program seeks to maximize collaboration among participants, to promote horizontal relationships of dialogue, debate, knowledge sharing and learning, and to offer the broadest possible access and sharing of knowledge and resources. Above all, the course is designed to facilitate the application of ideas and learning to practical use.
A key feature of the course is the blending of lectures and workshops with site visits to leading co-operatives and commons activities in Tuscany and Emilia Romagna – home to one of the most sophisticated co-operative economies in the world.
The course unites the global with the local through the diffusion of ideas, models, and practices that advance game-changing solutions in the following areas:
• Co-operative capital and social finance; Alternative currencies
• Co-op and commons-based housing and land tenure; Community Land Trusts
• Renewable energy; Community-owned energy systems
• Local & sustainable food systems; Community supported agriculture
• User-controlled health and social care; Social and community Service Co-ops
• Co-operative & commons-based governance
• Platform co-operatives, digital commons, and peer-to-peer production systems
• Convergence and the new political economy – principles, propositions, and practices

A key purpose of the course is to provide a global context for these issues and to link models, practices, expertise, and action horizontally across these fields. The creation of new networks, relationships, and action alliances among change makers and program participants is also a primary objective of this program.
In the spirit of co-operation, participants will be asked to share in the day-to-day activities of the summer institute by contributing to cleaning, cooking, gardening, and other tasks related the operation of the program and the development of the site.

Our Instructors

The Synergia Summer Institute is very privileged to offer some of the very finest minds and practitioners in their respective fields of study and practice. Acknowledged internationally as leaders in their fields our confirmed instructors include the following individuals.

Michel Bauwens: Founder, P2P Foundation; Co Author, Network Society and Future Scenarios for a Collaborative Economy.

Pat Conaty: Fellow, New Economics Foundation; Research Associate, Cooperatives UK; Co Author, The Resilience Imperative.

Renate Goergen: President, Le Mat Europe; Board Member, European Social Franchise Network (ESFN).

Christian Iaione: Associate Professor of Public Law, Guglielmo Marconi University of Rome; Fellow, Urban Law Center at Fordham University; Director, LabGov – Laboratory for the Governance of the Commons.

Mike Lewis: Executive Director, Canadian Centre for Community Renewal; Co Author, The Resilience Imperative.

Julie MacArthur: Assistant Professor, Environmental Politics & Public Policy, University of Auckland; Author of Empowering Electricity: Sustainability Co-operatives and Power Sector Reform in Canada.

Jason Nardi: Co-ordinator, RIPESS Europe.

John Restakis: Executive Director, Community Evolution Foundation; Adjunct Professor, Simon Fraser University, Author – Humanizing the Economy – Co-operatives in the Age of Capital.

Marco Tulli, Emiliano Cecchino, Davide Bonsigniore: Off Grid Academy.

Other Details

Timeframe, Hours & Instruction

The Synergia Summer Institute is 2 weeks in duration. It will take place from September 11 – 23, 2016 at Monte Ginezzo in Tuscany. The course instruction will be in English.

Location

The centre is located on Monte Ginezzo, and situated on a 300 hectare protected forest and bird sanctuary overlooking the Val di Chiana and Lake Trasimeno. It is approximately 17 km outside the Etruscan hill town of Cortona and is easily reachable by car. The Camucia-Cortona train station is on the main rail route connecting Rome to Florence. Cortona is 2.5 hours from Rome and only 45 minutes from Florence.

Accommodation

Monte Ginezzo provides shared accommodation to all program participants as part of your registration fee. Guests share comfortable rooms with up to two other guests, with no more than three guests to a room. Space is also available for those who wish to camp.

Meals

Monte Ginezzo will provide traditional home-cooked Italian meals as part of the registration cost.

Recreation

Monte Ginezzo offers guests access to a swimming pool, numerous hiking and biking trails, horse back riding, and trail bikes for rent on site. Also available are guided tours to Cortona and other destination points in the region including world famous wine tours and archeological sites. On weekends, culinary courses are available. And near the Centre there are a number of excellent restaurants. As well, Cortona is approximately 15 minutes by car and offers visitors a rich variety of eateries, cafés, wine bars and shopping.

Getting Here and Getting Around

Visitors to Monte Ginezzo will arrive at Camucia-Cortona train station, which has regular service from both Rome and Florence throughout the day.
For train schedules: www.trenitalia.com/tcom-en
Car rentals are available in Camucia at: www.sixt.com/car-rental/italy/cortona
Travel AgencyTuscan Magic: www.tuscanmagic.net

Program Cost

Registration for the Synergia Summer Institute is 1,500 Euros, which includes accommodation, travel to site visits, and meals for the full 2 weeks (except weekends). We are also offering the option of a one-week program. Registration for the one-week program is 1,000 Euros.

Registration

Register by contacting John Restakis at [email protected].
Payment will be accepted via Paypal.

Note: A minimum of 12 registrants must be confirmed by August 5 for the course to proceed. Should this number not be registered at that time, the registration fee will be refunded to the applicants.

Additional Information

For additional information on the Synergia Institute please visit:
synergiainstitute.wordpress.com/synergia-summer-institute/
Follow us on Facebook for regular updates on the program:
www.facebook.com/synergiainstitute/
Any other questions, please contact John Restakis at: [email protected]

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When and Where

Full title: Transition to Co-operative Commonwealth: Pathways to a new political economy

When: September 4-23, 2016

Place: Monte Ginezzo, Tuscany, Italy

Invitation (by John Restakis):

“Transition to Co-operative Commonwealth – Pathways to a New Political Economy, is an intensive 3-week program that links the global with the local through the diffusion of transformative ideas, models, and practices that advance game-changing solutions for progressive change in the following key areas:

• Co-operative Capital & Social Finance; Alternative Currencies
• Co-op & Commons-Based housing & Land Tenure; Community Land Trusts
• Renewable Energy; Community-owned energy systems
• Local & Sustainable food systems; Community Supported Agriculture
• User-controlled health & social care; Social & Community Service Co-ops
• Co-operative and Commons Governance
• Platform Co-operatives, Digital Commons & Peer-to-Peer productions systems
• Convergence and the New Political Economy; Principles, Propositions, and Practices

Download the Synergia program (available here) for complete details. If you like what you see, we hope that you and others in your organization or network will find an opportunity to take part.

We are now in the process of constructing the Synergia website, but information on Synergia and the Summer Institute may also be found on our Facebook page you can also follow us on Twitter. Those wishing information on registration for the course can send an email to: [email protected].

We hope this first Synergia Summer Institute inspires you and your colleagues to spread the word to others who are committed to building a new political economy for the world we want. The need for system change is clear and urgent and Synergia is promoting solutions that can make it happen.

We look forward to your joining us for this unique learning experience in Tuscany this September.”

Photo by blueskyfantasie

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