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Eco-Teacher’s Pet Peeve

Teacher’s Pet Peeve

I am a teacher?
That’s what you hope?

If a teacher
engages students learning what and why and how
the teacher intends, and practices,
mentors,
co-walks the walk,
then,
no,
I suppose I am not a teacher,
or I have too seldom been an effective teacher.

On the other hand,
I have known few teachers,
or other lovers,
in my time.

Yes,
I do believe ecological mentors
make the Best Practice teachers.
But,
even better are co-mentoring agreements,
covenants,
to plant and care for our organic gardens together.

You
might apply that organic permacultural process
to your field
of incarcerated over-commodified and –domesticated adults
with collective mental health issues.

Then
maybe next year
this Polycultural Party might all agree
to teach someone
how to plant and care for
our organic prisoner garden of neglect
and toxic overpopulation
lacking light
and swimming in economic ecological health care issues.

Then
maybe next year
you would teach me
how to apply this rich fertile compost
to my work
with an increasingly autistic anthro-world
of peers and parents
chronically killing and bullying
polycultural eco-intelligence.
in this Great Transitional Time.

This political economy of learning
and discerning
looks at politics as power
and economics
as healthy flow of assets and resources
and divestment of pathological politics
of hoarding and competing
where giving-it-forward
and inclusive perma-culturally evolving co-operation
frames and hosts thickly wealthier options.

If teaching/learning flow
and balancing function
is sacred economics,
then political co-redemptive relationships are divine,
designed with cooperative intention
and co-arising orthopraxis.

 

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