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K I N F I N I T Y

 

“Infinite kinship with ALL life”

 

 

Kinfinity is a unique education concept created with Peace and Inter-dependence designed at its utmost core. Peace is not a vague idea, it is a state of being that when expressed becomes an active camaraderie with all Life. Peace is potent with dynamics of Kinship with one another as well as with our living Biosphere and can begin to amplify with the process of our initiation into life itself. Education is the soil of society. How our present youth learn to cultivate a healthy and compassionate understanding of Self, Humanity, and our Planet will ultimately shape the experiences of future generations. Mahatma Ghandi stated, “If we are to teach real Peace in this world... we shall have to begin with the children.”

This kind of education is an adaptive and evolving curriculum that would utilize dynamics of self-governance and Council between diverse educators, skillshare facilitators, organizations, parents, and students.

 

In this environment, kids and teens become co-creative collaborators in their own learning process as they get to choose from an overview of methods* such as Waldorf, Montessori, Reggio-Emilia, Gardner, Ecoliteracy, Emotional Literacy, Tekos Kin school of Russia, Peer-to-Peer StudySTEAM, Renovated Learning, Project Based Learning, Regenerative Agriculture, Edible EducationMeditation, Yoga, Empathy training, and Indigenous ValuesPlant traditions, etc.

*(click on underlined words above for direct links.)

 

As a learning platform for building community, it would function with the idea that insight is omni-directional because genius is neither hierarchic nor purely cognitive and can come from any source or direction being common to the human experience.

 

Overview of ideas:

 

  • To empower youth with the opportunity to develop a basic foundation of knowledge while also preserving Divergent thinking, Imagination, and innate flow states.

  • To cultivate fearlessness through conscious vulnerability.

  • To embrace cultural, cognitive, and spiritual diversity.

  • To serve as a launch pad for local communities to create and manage their own local Climate Resilience which would be achieved by providing all-ages access to Eco-Literacy, Biomimicry, Innovations in Human Agency (collaborative economy), Cradle-to-Cradle Industry, Upcycling, Peer-to-Peer Networks, local Food Security through Permaculture, Water Management, Green Technology, and Sustainability.

  • Respect and serve Mother Earth.

  • To unite Modern, Rural, and Indigenous peoples with open-sourced curriculum that embraces and celebrates the diversity of human Heritage.

  • To re-imagine the role of Business, Arts, Technology, Sustainability, and Culture in the support of youth and their local communities

  • To provide each participant (whether student, parent, facilitator, or educator) with the support they need in facilitating a holistic and fruitful learning environment whether at school, among friends, or at home.

  • To explore and re-ignite public participation in the dynamics of engaged Peace by utilizing and “face-lifting” Buckminster Fuller's “World Peace Game”. This is something that must be accessible in understanding to a 9th grade aptitude level so it would be best if it were co-created with young adults grades 9-12.

  • To integrate a curriculum which focuses on holistic development of innate spiritual, cognitive, emotional, kinetic, social, and compassionate faculties.

  • Advancing the skillshare learning environment by complete immersion into ART. Performance, costume, installations, garden art, music, graphic design, culinary art, industrial arts, interior design, etc.

This proposed environment for learning is also unique in that it inspires the imagination and curiosity to learn while also amplifying the beauty of diversity. This would seamlessly weave the beauty of exotic global cultures into singularly expressed environments for advanced provocation (a term with its origin in the Reggio-Emilia method as Provocation here means to provide activities or environments which provoke innate curiosity such that children become active participants in their own learning). The facilities would feature various designs motifs of African, Celtic, Arabic, Hopi Indian, Tibetan, Maori, Hungarian and Mayan origin just to name a few examples. The point of gathering these unique and diverse cultures is to imbue the learning environment with a sense of global family-hood and Art as environmental immersion. Please check out the Peace Programs for a variety of concepts which could support community participation of this environment using systems of Pay-It-Forward.

In this setting, participants also have the option of progressing in any given arena at the pace of their choosing and/or focus. While a basic spectrum of academic curriculum is required, participants have the freedom to organize their personal interests and/or exceed expectations without requiring approval. For example, a 9 year old aspiring author might possess the academic capacities to study literature at an 8th grade level of proficiency. Access to this level of study would be intrinsically built into the program without age restrictions and could be accomplished without special permission.

This holistic and systems-view approach to curriculum is centered primarily around States of Being. It would operate under the belief that excellence and/or genius can occur among an entire spectrum of states and experiences ranging from Dance, Culinary Arts, Service, Permaculture, Academics, Council, Stewardship, Music, and so on, etc. Since genius occurs in any field, unique modes of learning or being are not seen as mere disabilities but rather as nuanced lenses for greater mutual understanding.

 

Can you imagine what it would be like for a Kinesthetic learner if their exam was inside the obstacle course of a Rube Goldberg activity game conceived of and designed by a 7 year old student in collaboration with their peers? Or perhaps insights into how individuals living with Neurodiversity like Autism or ADHD learn can enliven the entire learning process for the rest of us in an exciting way. How can the old carrot and stick paradigm of education begin to evolve into harmonic disruption while successfully reaching or exceeding scholastic benchmarks?

One of the holistic states of being proposed in this integrative curriculum model is Compassion which focuses on learning and exercising Empathy. With students engaged in advanced Empathy at the higher levels through concise consideration of the special needs of diversely-abled participants, perhaps this can evolve the common student from a regurgitator of data into becoming collaborative change-agents for creative learning and social stewardship. In such a way, unique learning challenges can transform perceived disabilities and learning obstacles into touchstones of insight and inspiration for others. Please see my visual think-board HERE.

What is Social Stewardship?

Quite plainly...it means many ways to practice and facilitate Kindness in ways where injustice has occurred. In this sense, injustice becomes a compost for the blossoming of Love.

Whether expressed as standing up for racial justice, creating environments where youth can have a substance-free setting, standing up for cultural sovereignty, or even the inception of non-partisan security and mediation.

A perfect example of what a technologically expressed version of social stewardship is Roar for Good. They are all about participating in a world free of assault in ways ranging from a device/network all the way to supporting empathy education training programs. Please check out their mission by clicking on the image below, it's awesome!

In the context of Kinfinity however, it would be a feeling of family-hood between students and staff. Kids would not feel as if it were a cold institution but an extended family of brothers, sisters, aunts, and uncles, etc. This meaningful connection would be endorsed further as social stewardship in the creation of exciting, relaxing, engaging, poetic, beautiful, and supportive environments for youth and participants alike to have access to family spaces. Perhaps spaces created throughout the school for night usage: a substance-free elixir bar, a late-night cafe, spa-like setting outside and roof top hammocks. All with supervised security and friendship bracelets. This is like an Athena device but is only worn at the space where staff can immediately respond to a situation happening on-site. It could be cocaine being used in a restroom or someone witnessing a drug being put into a girl's drink, etc. All someone would need to do is hit their bracelet and send a text to the security head, this would also deter behavior such as this from transpiring in the first place and also show kids that they don't need to wreck their bodies in order to have fun.

Moreover, new spaces constructed with the KINFINITY program kept chiefly in mind would create structures with glass partitions in place of walls. The point of this is an expression of social stewardship for the protection of youth so they are never in an enclosed private room with an educator, older student, or skillshare facilitator where their rights could become abused. This is a conversation which nobody wants to address in education I feel but someone has to do something about standing up for the right of a child to grow up without trauma. Free from abuse with repercussions that often carries into adulthood and becomes the perpetration of abuse upon others as a result of that trauma.

This concept would also use potent organizational processes of social permaculture like the Indigenous communication techniques of Council for curating the spectrum of learning models. The term council in this context not only means authentic and compassionate listening/ speaking but also includes ancient Indigenous Values like “The Children's Fire” into the visioning and decision-making processes. These unified learning methods would be presented within core principles* of Peace, Inter-dependence, and Regenerative culture while curriculum is structured by States of Being rather than the rigorous cognitive development found in standardized testing. Ideally, as a B Corporation (www.bcorporation.net) this would facilitate cross sector collaborations between Education, Arts, Business, Technology, Non-Profit(s), and Regenerative culture to empower today's youth in facing common challenges. Furthermore, our ability to act upon the impulses and possibilities for a more harmonious Earth would be explored by utilizing some of R. Buckminster Fuller's design principles and concepts in tandem with modern peer-to-peer networks.

 

(Please review www.bfi.org for Buckminster Fuller's work, and Tim Mac Macartney for The Children's Fire www.macmacartney.com)

*Principles: Peace here is suggested as the innate and inexhaustible state of solitude which when expressed can become an active camraderie between Self, all Sentient Beings, and our Planet. Harmonious Inter-dependence is defined as the equipotent social fabric of local and global relationships fostered with economic, ecological, ethical, and cognitive synergies. The increasing efficiency of those synergies might be supported best by human Kindness itself since such a state of being would nurture the present dynamics of human agency towards a more just and equitable Planet. The following Regenerative Culture concept is an original term here:

“Regenerative Footprint”:

A method of systemic Regeneration and climate resilience for creating long-term solutions and incentives that restore the Biosphere and social relationships through a symbiosis* with nature.

Placing all the various learning models aside, what sort of general curriculum would be included in this project?

 

 

 The core council members of Kinfinity would use classroom experience to curate, write, revise, administrate and approve each subsequent collaboration in their respective field or learning modality. These 12 core fields are relative to various states of being listed below with their subcatagories and/or electives shown in parentheses:

 

  • Basic Academics (Mathematics, Science, History, English, Philosophy, Civics, Literature)

  • Regenerative Culture (Permaculture, Biomimicry, Nature Hikes, Gardening, Cradle-to-Cradle systems, Green Products, Food Security, Organic Seed Banking, Eco-Literacy, and Camping excursions as Rites of Passage upon graduation.)

  • Arts (Sculpture, Poetry, Theater, Writing, Painting, Music, Environmental Installations, Culinary Arts, Computer Graphics, Product Design, Toy Design, Fashion, Performance, KAVA's*)

  • Food + Nutrition (Cooking, Diet Impacts, Food Culture, Preparation Skills)

  • Peace (Council, Non-Violent Communication, Empathy training, Mediation, Adversity Studies, Inspirational Films, Basic Meditation, Breathwork, Relationship Dynamics)

  • Dance (styles will vary depending on visiting or long-term workshop facilitators as broadly as Tap, Modern, Urban Street, Jazz, Ballet, Hip-Hop, Tap, Swing, Capoeira, Authentic Movement, etc.)

  • Self-Defense (Aikido, basic self-defense, various Martial Arts)

  • Craftmanship Arts + Skilled Trade (Stagecraft, Upcycling, Metals, Woodworking, 3D printing/Lasercutting, Environmental Design, Skilled labor apprenticeships)

  • Sports (Sportsmanship skills; types will vary depending on facility and collaborators)

  • Business + Innovation (online Small Business skills, Life-Hacking, Technology, Economics, Peer-to-peer networks, Collaboration Dynamics, Skilled Trade Laison)

  • Wellness (Fitness, Yoga, Health, Alternative + Traditional Medicine, Stress Management, Coping Skills, Emotional Alchemy, Holistic Self-Care, Social Skill Exercises, Playscapes for pre-K through 12th grade).

  • Compassion (Animal Stewardship, Service, History of Compassion, Social Inter-Dependence, Community, Affirmative Living, Spirituality, Indigenous Values) This category is also open to participation from students in the interest of inclusion and compassion for people with all types of challenges. Curriculum or experiences can be created or referred by youth, collaborators and/or staff. These challenges may include being Physically handicapped, ADHD, Autism + Asperger's spectrum, Kinesthetic Learning, Downsyndrome, Blind, Hearing Impaired, and individuals living with Neuro-Diversity (for those who prefer this form of recognition of cognitive differences), etc. 

*KAVA's (or Kinetic Audio Visual Accessories) is an emergent proposed field of learning and expression which integrates Art, Design, Sports, Dance, Music, and Technology in the interest of Regenerative Culture. I would recommend potential development with a technology company such as Intel on the premise that they just became a conflict-free company (also, their mineral tracking system appears to be another technologically expressed version of social stewardship). Mike Biddle is also an inspiring Pioneer in that companies now actually mine plastic out of oceans which could systemically resolve pollution. So conceptually speaking, creating a cultural inertia behind these lesser known possibilities while entertaining/ educating youth is a win-win. This is a creative way for families to learn ideas and methods like biomimicry, STEAM, cultural preservation, and upcycling in an incredibly playful context. By creating a new field like this it can open up the conversation for responsibility of the impacts of technology and perhaps surpassing it as we presently understand it now. For similar examples of this technology concept in its present infancy, please see “Ge Wang: The DIY Orchestra of the Future”. Also see the extended application of KAVA's on my blog section as NEXUS OF AVATARS.

It is important to note that KAVA's would NOT include any occular virtual devices whatsoever, since those devices disrupt the occular endocrine system and may have unexpected repercussions upon the development of the psyche.

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In using cultural porousness and systemic collaboration as a new model for education, Kinfinity's development as a whole would anticipate a diverse spectrum of participants whose roles will vary as:

 

  • Curators of curriculum content to be proposed for classroom feedback, inception, and/or revision

  • co-creative Collaborators (Parents, Students, Educators, and other participants)

  • certified Educators and/or Board Members representing specific learning methods, principles, or styles

  • workshop Facilitators

  • Skillshare Participants

  • Consultants, Artists, Change-Agents, and Advisors

  • Mediators for maintaining healthy relationships

  • Collaboratively acting Businesses, Companies, Coalitions, Non-profits, Benefit Corporations, B Corps, and Not-for-profits, etc.

  • Tutors + Homeschooling professionals

 

A core Council team would review submissions for potential involvement with contracted short-term and long-term collaborators. This team will also review collaborations outside of curriculum content in the interest of creating relationships with both ethically and commercially motivated entities. These relationships would create meaningful bridges to support community participation while addressing financial needs, resolve challenging issues facing at-risk youth, and would seek to push the envelop of current social-capitalism dynamics through a systemic democratization of education using inspiration as a catalyst. 

How big are the problems or issues

which your work addresses?

The primary response to this question is that the most common "problems" facing our present generations have transmuted into exciting challenges rather than obstacles to face. By changing internal definitions about the nature of these issues from intimidating to solvable, we've embarked on a completely different quality of thinking. The main challenges facing youth today which this idea stands to systemically address are climate change, lack of opportunity, child poverty, the school-to-prison pipeline, abuse, trauma, boredom, absence of a curriculum feedback loop, cultural homogeny (or modern colonization), the educational “status quo”, and lack of funding for school programs.

If collaboration can be created between different sectors of culture at small community scales then all the nuances of diverse responses to these issues could be a reservoir of insight for all communities to act like a mycelial network of energetic response. In this sense, I am not suggesting a singular heroic assertion of solutions but rather a unique evolution of ideas in how we may collectively respond to these issues as a unified global human family. 

(For a deeper conversation on the kind of thinking which compelled this concept please watch the RSA Animate of Ken Robinson and The Decline of Play by Peter Gray below. This is why assumptions about the learning process could use a whole over-haul from the dinosaur with rigor and accountability of Tabula Rasa.)

The proposed approaches which address these challenges are:

  • utilizing scaleable technology for generating and sharing curriculum and relative programs which a local culture is inspired to adopt within the framework of their own culture

  • using social-capitalism dynamics of benefit

  • cross-sector collaboration

  • crowd-sourcing and micro-funding

  • on-site live/work/trade contracts for internalizing costs of production or labor

  • unique marketing strategies (flash mobs, performance art, parades, concerts, festivals, engaging poetic short film ads)

  • peer-to-peer networking which would be combined for the educational development of youth worldwide 

  • This education concept would practice Regenerative culture, Peace, and Interdependence as a process of mutual discovery rather than concepts enacted and asserted with western assumptions of benefit. A good example of what assumptions of benefit can be seen HERE.

The objective(s) of Kinfinity is to create a learning model which:

  • forms curriculum around the paradigm of Peace for the Inter-dependence of Urban, Rural, and Indigenous populations

  • would open-source proven and game-changing methods of curriculum for translation into other languages

  • allocates funds, and distributes resources for a borderless peer-to-peer system of support using an online and fiscally transparent technology platform

  • evolves the role of the student into a co-creative collaborator who is actively engaged in the learning process for themselves and others (interactive + holistic transcripts)

  • bridges the gap between the costs of high-quality education and the public need for better resources and opportunites for youth

  • looks to out-model the school-to-prison pipeline and dropout rate with advanced provocation, this entails a highly creative environment of facility-wide art installations accompanied by tactics of creative support, please check out CARPE NOKTURNE in the Peace program section for examples.

  • creates a technology and legal rights initiative for social stewardship in the clear prevention of perpetuated abuse, neglect, and/or trauma

  • pro-actively addresses the impacts of poverty on the child or teen by directly providing food security and/or peer-to-peer support for basic resources

  • preserves divergent thinking, play, social synergy, and the imagination

  • maintains and surpasses the standards of Tabula Rasa

  • facilitates the possibility for a local, regional, national, and international network of Inter-dependence to be formed on a foundation of Love, Regenerative culture, Peace and Reconciliation committed with mutual equipotency

For a more extensive view on how such a funding model may be viable, please view my Peace Programs. These were created with anticipatory design principles and Buckminster Fuller's challenge: 

 

"to make the world work for 100% of humanity in the shortest possible time through spontaneous cooperation without ecological offense or the disadvantage of anyone." 

 

Many of these programs could be curated like stores at the entrance or perimeter of a campus OR decentralized throughout a city or region to unify youth and community at the local, regional, national and global scales.

Thank you for reading, please share if you are inspired!