2011 GEESE Gathering – Key Developments & Outcomes

Board of Directors: Ross Jackson, Jane Rasbash, Jonathan Dawson, Potira

Preiss, Michyio Furuhashi

At the end of June this year, Gaia Education’s GEESE gath-

ered at Ross and Hildur Jackson’s farm, Duesomegaard,

in Denmark. The aim: to further envision and develop

Gaia Education’s strategy for the upcoming years. The

gathering was attended by sustainability educators in-

volved in Gaia Education from around the world – the

Americas, Europe, the Middle East, Asia, Australia and

for the first time, Africa, were all represented in a group

that contained a natural gender balance.

With so much expansion and success having taken place

since the first EDE in 2005 (2,500 EDE Alumni from EDEs

across 23 countries) the 2011 GEESE Gathering came at

an important and exciting time for Gaia Education.

While there is much to celebrate, the gathering was guided by important

questions around the organisation’s continued sustainability as a non-profit

organisation; quality assurance of the EDE as its adapted to local needs

and run in communities around the world; partnerships with universities &

academia; and areas of collaboration between Gaia Education and her sister

organisation, the Global Ecovillage Network.

Product development continues to play a central role for Gaia Education.

Version 5 of the EDE curriculum was given focus and will be available by the

end of the year – warm appreciation and thanks to Giovanni Ciarlo for his

tireless effort in completing v5. Translations of this and other products remain

important in delivering to the growing Spanish-speaking network and other

emerging regions. Complementing the 4 Keys To Sustainable Community

Development Everywhere on the Planet, publications addressing Design and

Pedagogy are now also on the cards.

(continues on page 2)

Gaiaeducation

GeeseinformationNorthern Autumn/Southern Spring 2011

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With the Gaia Education network expanding and the organisation’s presence

as a leader in sustainability education growing, communications have become

increasingly important. Pathways towards a communications strategy that

embraces both a greater outreach and deeper in-reach were laid down and

resources dedicated towards realising this vision.

Other key developments from the 2011 GEESE Gathering:

y New and alternative technologies for communications

y Improved quality and monitoring & evaluation

of programmes

y Closer partnership with similarly aligned

organisations, including the UN Partnering

with GEN around thematic areas and

exploring joint funding possibilities

y Planning advanced EDEs and EDE masters courses

y Continued support of indigenous / traditional EDEs

y Refined and streamlined certification processes

Considering the organisation’s successful involvement in the UN Decade

of Education for Sustainable Development (2005-2014), Gaia Education’s

programme Director, May East, was unanimously voted in for a further term.

Additionally, new members volunteered to join Gaia Education, including

Kosha Joubert, Lua Bashala-Kekana, Giovanni Ciarlo, Toomas Trapido, Daniel

Greenberg, MarCelo Todescan, Adama LY, Deniz Dincel and Penelope Reyes.

Gaia Education & the Board would also like to thank all who sent questions

and joined the live video stream from Denmark. This was another first for

the organisation and you can be sure that there will be more of this to come

in the future!

Mitigating their Carbon...

Participants of the 2011 GEESE Gathering pooled funds and donated to two different carbon-friendly

projects from EDE alumni, one in Cambodia and one in India. Read more about these projects on GEESE NING.

http://geese-gaiaeducation.ning.com

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EDE Kathmandu, Nepal, June 2011

Max Lindegger

Dirty, smelly, noisy, busy. This is how I remember Kathmandu from previous

visits. It is still dirty, but less so. And it is still smelly, though with a different

hue as open sewers have mostly been replaced with the scent of incense –

sometimes pleasant, other times rather overpowering. There is a lot more

traffic, so much noisier and busier.

In 1991 I found what appeared to be a well organized monarchy, albeit

with plenty of cronyism and corruption. Nepal is now a political mess: 64+

political parties, ethnic groups, religions, all arguing over a new constitution.

The economy is only building bubbles and young people are leaving by the

thousands. Strikes are crippling transport and the queue at the passport office

was more than 100m. Talk about being patient! But there is a hint of hope.

Could it be that I spent my days with the participants on the positive edge?

Organiser BK Aryal attracted an amazing bunch of people. Mostly young

students though including farmers, NGO workers and business people, though

too few women.

I would like to congratulate BK and his team on the smooth organization and

their caring attitude towards participants amidst tough conditions.

Course participants endured long hours and often met after hours to discuss

issues further in their own language, showing a special commitment to the

subject. The field trip was special. The training centre, which I was privileged

to officially open, is built from local stone and earth, bamboo and timber.

Electricity is connected, water is flowing past the building and crops are

planted. The views to the mountains are said to be stunning (cloudy on the

day we visited).

The Centre has already attracted the attention of locals. There is great

potential to demonstrate appropriate technology and new crops. An

experimental farm is planned, introducing new crops and cultivars to test

suitability to the location.

4

Many subjects were covered and I tried to give a good overview of the EDE.

A couple of sessions were open to general questions and many subjects of

local importance could be addressed.

Next steps: The participants were very excited, wanting to take what they

learnt to their home regions. My concern is that the groups are not sufficiently

trained at this stage and their villages cannot afford “mistakes”. Further

training is obviously necessary and planned.

As always, there were some star performers on the course: people who have

the sparkle in their eyes, a track record of hard work and loads of enthusiasm.

These have the potential to lead and guide the EV concept in Nepal and deserve

our support. Women were under-represented and need encouragement.

Nepal as a country is at a difficult stage in their development. People are

suffering. Farmers are struggling. I feel committed to projects in Manila and

Cambodia but would support future courses with the potential for more

practical content.

I was sad to leave Nepal though rather exhausted and with many new friends

and much hope.

Geeseinformation 2011/3Gaiaeducation

Key CertifiCation Updates

y A minimum of 125 contact hours (previously this was 120 hrs)

y A minimum of 15 hours devoted to holistic and detailed design processes

y The addition of at least one team educator who has completed an EDE

y Report requirements & evaluation criteria have been further refined

y A new stream-lined re-certification process for organisations running a second EDE

For further information, please see www.gaiaeducation.net

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Dancing & Singing: Kibbutz Hukuk EDE – Israel, June 2011

Diana Leafe Christian

The EDE course I co-led in Israel hosted 23 participants

from all over the country. Sponsored by the nonprofit

Israel Permaculture Organization, it was held at Kibbutz

Hukuk near the Sea of Galilee.

Kibbutz Hukuk is a unique EDE venue because a

new group of ecological activists joined an already

established kibbutz. The new group has introduced

ecological values, practices and started onsite holistic

grammar and kindergarten schools.

The course was held at Liba, a lodging and seminar

center. Participants stayed in dorm rooms or in Liba’s

main seminar room and delicious organic Middle Eastern meals were served

in a shady pavilion outside. It felt very much like we were living in our own

community center for a month.

Our course was characterized by lots of singing, dancing, joy and laugher

— I didn’t know Israelis would be so much fun! Participants jumped up to

lead Israeli folk dances, played guitar and sang in the evenings. Each day

a different EDE participant — the “energy keeper” — spontaneously put on

lively dance tunes to make us all get up and dance.

Course material presented included the process of obtaining land from

the Israeli government (which owns all land), descriptions of traditional

communities in the Orthodox Jewish tradition and Kibutz Lotan’s income-

sharing economy, decision-making method and new-member policy.

Participants also learnt how regular meditation can help people who live in

community increase individual and group wellbeing and harmony.

New Hukuk residents led exercises demonstrating Re-evaluation Co-

counseling, used at Hukuk for emotional healing. Participants loved it!

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We also celebrated Shavuot, the Jewish agricultural holiday — a real-life

example of community celebration.

One of my favorite activities was the “Ecovillage Timeline Game”. Participants

worked with large index cards describing the many steps typically taken to

create an intentional community-style ecovillage. One task was to arrange

the cards in a logical order from ‘start’ to ‘finish’; the other task was to decide

how to organize themselves to do this!

Another highlight was the “Art and Celebration” sessions where participants

first practiced and later performed art and music presentations, highlighting

the importance of creativity and celebration.

Performances included a beautiful Hebrew poem about our course, a contact

improv demonstration (which our whole group joined) and the Ecovillage

Rap Song - complete with guitar, harmonica, rap mouth-sounds, spontaneous

lyrics in Hebrew and English, stylized rap gestures and even break dancing!

It was hilariously funny and we laughed and cheered until we were hoarse.

Five design groups presented their projects at the end of the course and in a

moving ceremony, complete with spontaneous singing and dancing, everyone

received an EDE certificate.

On the last day participants gave me a beautiful thank-you gift — a fig tree

sapling that I planted just outside Liba. Planting a tree in Israel is a great honor

as it represents helping to build the country, a wonderful way to spend the

last day with these dear eco-activists I’d come to love.

This is an edited version of the article Dancing & Singing: The EDE in Israel by Diana Leafe Christian, available on Gaia Education’s GEESE NING website.

http://geese-gaiaeducation.ning.com/profiles/blogs/dancing-and-singing

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Recalling Ancient Futures: Indigenous Wisdom & the EDE

Jane Rasbash, Lua Bashala-Kekana, Adama Ly, Kosha Joubert, George John

The eco-footprint of a forest Karen village on the Thai-Burma border is far less

than the most cutting edge northern ecovillage. Elders here tell stories of a

wonderful cosmology; the untrained eye would not notice that the forest is

held sacred, providing food and medicine with centuries old herb gardens,

healing areas, burial grounds and sacred spaces.

For millennia, traditional and indigenous communities across the globe have

lived close to nature, their social, ecological and economic presence closely

entwined to that of Earth’s.

As the juggernaut of modernisation sweeps across Earth, these ancient,

sustainable ways are in grave danger. Climate change, desertification and

consumerism are just a few disasters along with complex political and

economic dynamics, displacing thousands annually. People are losing their

sacred connection to land and community, becoming self-depreciative

and believing their wisdom to be obsolete as they come into contact with

sophisticated modern media.

In contrast, the ecovillage movement celebrates these traditionally sustainable

ways. GEN’s draft guidelines to recognise traditional villages as ecovillages

and the eloquent EDE curriculum facilitates a re-valuing of traditional wisdom,

increasing self-esteem, self-determination and pride in cultural roots. Burning

questions around the pros and cons of modernization and what constitutes

development, sustainability and resilience in the longer term are explored in

the four dimensions.

AFRICA

“I had tears for a month… I could not believe what I had found… I recognised this as the answer...”

Congo’s Lua Bashala on meeting with the ecovillage concept & the EDE

Lua presented the EDE at the recent Congo GEN conference where it was

recognised by her people as ‘the way we used to live’. Her dream: building an

ecovillage in the Congo, with street children and war-rape survivors; creating

‘a light in the darkness that will expand into a bonfire’.

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Geeseinformation 2011/3Gaiaeducation

This an edited version of the article Traditional Village as Eco-village by Jane Rasbash, available on Gaia Education’s GEESE NING website. http://geese-gaiaeducation.ning.com/profiles/blogs/traditional-village-ecovillage

Ecovillages are forming the core of Senegalese development policy. A pictorial

EDE mandala, devised by Marian Zeitlin, is being experimented with, inspiring

discussion in the 4 dimensions and breaking ground in its work with oral cultures.

Senegal’s Adama Ly is at the helm of supporting the emergence of GEN Africa.

Through the EDE and ecovillage ethos, this will lead to, among other things,

transitioning villages to ecovillages and maintaining African cultural identities

ASIA

Wongsanit Ashram’s four Thailand EDEs were predominantly attended by

regional community leaders. These EDEs have inspired emerging EDEs in

China, the Philippines, Bangladesh and more.

The first EDE with tribal people was held in Orissa, India. Kosha Joubert tells

of ‘inspiring images of women taking an oath over fire as they step into

leadership - pledging to safeguard their communities, their forests, their

children...’. Participants witnessed how the reintroduction of village technology,

communal land cultivation and seed banks are increasing solidarity, building

on traditional wisdom and moving towards eco-communities. Orissa alumni

are planning a local-language EDE and pilot ecovillages.

SOUTH AMERICA

An EDE has been certified and is being planned with a traditional community

in the Amazon region! EDEs in traditional communities are unique as they

are informed from the indigenous values particular to the area and harvest

the knowledge of the participants. This resurges and reconstructs a wealth of

sustainable social, cultural, ecological and economic practices and significantly,

serves as tool for empowerment.

A participatory EDE is a wonderful tool for merging and sharing traditional

wisdom & cutting edge sustainability. Creating a space for the 4 dimensions

to be enriched by the wisdom of all present, globally we are moving towards

resilience, sustainability and conscious pathways for future generations to

grow up happy, healthy and whole.

Read the GEN draft guidelines on GEESE NING: http://geese-gaiaeducation.ning.com/profiles/blogs/recognition-of-traditional-and-indigenous-villages

Read more about the Orissa EDE on GEESE NING: http://geese-gaiaeducation.ning.com/profiles/blogs/ede-orissa-2011

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It took China 30 years to shift through the modern

industrialization process which Western countries spent

more than 200 years developing. Critics in China say it

is happening too rapidly, that the Chinese people have

not had enough time to build up an alternative belief

system while the traditional one is rapidly collapsing.

How should we, as a new generation of Chinese, love

our country and respond to countries that are asking

for sustainable development? From 2010 to 2011, PCD

(Partnership for Community Development), Guizhou

office, organized the EDE and began to encourage inter-

ested individuals and groups to design their own way of sustainable living.

In collaboration with the community-based Conservation and Development

Research Center, PCD started our first EDE in Guizhou in July 2010, ending

with the local economy week in August, 2011. Over 25 participants joined

us for the program, including local community workers and staff from

government institutes.

Learn from Mother Nature through the Dao De Jing

From overall evaluation to feedback, we are glad that lots of participants

expressed this as the “most touching training course” they had ever attended.

The training attempted to break through participants’ conventional ideas of

work and livelihood and explored how to look within to find one’s intrinsic

values, cultivate one’s inner strength and create a way of living where individual

beings can live harmoniously with Mother Nature. Most importantly, the

course was designed to integrate with Chinese traditional wisdom, using the

essence of Dao De Jing to learn the quality of leadership and local economy.

There were lots of experiences to share as most participants are either

working with rural communities or urban groups. Strong interaction with two

Going Beyond Conventional Livelihood Structures and Nurturing Core Strengths – EDE China, August 2011

Cheng Ying

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Geeseinformation 2011/3Gaiaeducation

communities was built in, one is with ethnic culture, and one with planning to

start CSA and organic farming. The participants also had a chance to interact

with villagers on their design work on the village.

The first EDE curriculum has finished and we want to give special thanks to Pracha

who helped us to carry out this trial EDE and gave lots of recommendations to

us. We are looking forward to having another new attempt in the future, with

wider target groups in the public and building in more training of trainers.

Localisation of the EDE curriculum and methodology will also be in the process.

Many people asked, “Why does PCD introduce the EDE curriculum to China?” I

would say, what matters the most is the motivation of each participant in this

curriculum. One participant quoted a phrase from Thich Nhat Hanh, which is

worth sharing here:

“It is probable that the next Buddha will not take the form of an individual. The next Buddha may take the form of a community, a community practicing understanding and loving kindness, a community practicing mindful living. This may be the most important thing we can do for the survival of the earth.”

Deepen your knowledge of the 4 Dimensions with the nine-month virtual course GEDS – Gaia

Education Design for Sustainability. Commencing on 11 October 2011,

the closing date for the full course and the Social Dimension closes

24 September 2011.

Please visit www.gaiaeducation.net for further information or email

virtualede@gaiaeducation.net to sign-up!

S oc i

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3. Personal Empowerment

1. Building Comm

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tion & Con�ict Resolution

Global Outreach

and Leadership

2. Communication, Facilita-

5. Local, Bioregional and

Embracing Diversity

Creativity & Art

4. Celebrating Life:

2. Community Banks1. Shifting the Global Eco-

4. Lo

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cono

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3. Right L

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5. Le

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Issu

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and Currencies to Ecological Design

Water

1. Green Building3. Appropriate Technology:

Energy4. Appropriate Technology:

and Retro�tting

5 Whole System

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2. Local Food

mation of Consciousness

2. Lis

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4. Personal Health1. H

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3. Awakening &

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Geeseinformation 2011/3Gaiaeducation

EDE Alumni Case Study: Valle del Coz Coz

Deborah Rada Requena & Alexis Torres Peña

You can download the full case study PDF (81 pages) from GEESE NING!

http://geese-gaiaeducation.ning.com

profiles/blogs/case-study-valleycozcoz

Coz-Coz Valley is a bioregion in Araucania,

southern Chile, a traditional Mapuche

area. Alexis Torres and Deborah Rada,

students of the 2009-10 GEDS course,

have conducted a bioregional study for

the sustainability of this region, which

includes a proposal for the creation of 3

ecovillages and the implementation of

several social and economic initiatives.

Among the specific objectives of this pro-

ject standing out are the creation of an

ecotourism platform that makes possible

the link between eco-villages and tradi-

tional communities, the development of

the necessary infrastructure to carry out

activities on environmental education,

and the creation of a local seed bank to

ensure food sovereignty of the territory.

Valle del Coz-Coz es una biorregión

en el sur de Chile, en la Araucanía,

en plena zona mapuche. Alexis Torres

y Deborah Rada, estudiantes del

curso GEDS 2009-10, han realizado

un estudio biorregional para la

sostenibilidad de esta región, que

incluye la creación de 3 ecoaldeas

y la puesta en marcha de diferentes

iniciativas sociales, culturales y

económicas. Entre los objetivos de

este proyecto está la creación de una

plataforma ecoturística que permita

el enlace entre las ecoaldeas y las

comunidades locales, el desarrollo

de la infraestructura necesaria para

llevar a cabo una labor de educación

ambiental, y la creación de un banco

de semillas local para garantizar la

soberanía alimentaria del territorio.

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Geeseinformation 2011/3Gaiaeducation

The First Flight of GEESE in Curitiba: Sowing the Seeds – Brazil, March to August 2011

Weavers: Claudia P. Sant’Anna, Maria Edite F. Faganello, Luciane S. Sato

The first EDE in Brazil’s Paraná happened in Curitiba, in

the period from March to August 2011. The group was

composed of 32 people – 13 women and 19 men – with

various ages and areas of knowledge and expertise. Gaia

Curitiba has been enriched with several partnerships

– public and private. The classes took place at Federal

University of Paraná, Faculdades Integradas Espírita and

Agroecology Reference Center of Paraná – CPRA.

The group process was conducted using participatory

methods in order to co-create a living space for

everyone during the course and beyond. We chose this

path because we believe that the major challenge is

to educate for coexistence, for the understanding of

interdependence, care, compassion and cooperation.

With this intention, we created the “methodological sewing” of the group

process. All the time, the group was challenged to rethink and re-create their

individual and collective way of relationship with oneself and with others,

understanding and experiencing the interdependence of all beings – human

and nonhuman – and the natural world.

In addition to the usual procedures (e.g. internships and practice of villages) we

created opportunities for the establishment and strengthening of a “common

thread” in the group. This enabled them to weave their own network of

conceptual, affective and practical connections about what they learned in

theoretical classes. The experience allowed space for the heartbeat/breath

of the group and for the expansion of the perception that interpersonal

relationship is the great exercise in learning social and sustainable skills.

In this sense, one of the important proposals was the self-managed

groups – when students were grouped voluntarily to take care of one

of the aspects of the group field: Window of Celebration, the Keepers

of Communications, Food, Environmental Harmonization, Heart & Time,

Transportation & Lodging Solidarity and the Creative Wall of Money.

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Geeseinformation 2011/3Gaiaeducation

“Gaia has transformed my life because it makes me understand the deep connection of feeling, thinking and acting! In my search for internal con-sistency with my outward actions and expanding my sense of belonging and connectivity with everything and everyone! Co-create and talk is better to do and discuss! In the process of self-management and circular leadership, the constant learning and cooperative practice, we are di-rectors and all responsible for universal transformation.”

Goose Diego H. S. Batista

We are very grateful to be part of the weaving in this very special process

to anchor Gaia Education. Sincere thanks to the GEESE who accepted the

invitation and chose to co-create with us so many new worlds.

Gaia has intensified my look.The perception of things.

It did listen.It opened my heart.

Gave meaning to the feelings.Thirst for change.

Join to live.The seed germinated and now deposited

grows and grows and grows and grows and expands out and...Driven by the lightness of flying goose spreads throughout the world.

Goose Genevive de O. Moreira

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Gaia Education in the USA: From Downtown Albuquerque to an Ecovillage in Rural Missouri

Zaida Amaral

The first Gaia Education course in the United States took

place in an urban area – Albuquerque, New Mexico -

between 2007 and 2008. The next one, to be held in

2012 in rural Missouri, is a direct result of the first. But

the seeds for the US courses were actually planted far

away, in the megalopolis of São Paulo, Brazil!

Inspired by the urban EDE held in São Paulo in 2006 and

with the encouragement of May East, local organizers

in Albuquerque started planning another urban course,

with Chris Mare serving as the official GEESE. An informal

partnership was created with the University of New

Mexico’s Sustainability Studies Program and the course

was presented in collaboration with the University Continuing Education.

A very vibrant and successful course took in the diverse western United

States, with a total of 30 students from the ages of 18 to 85. Participants

included university students and staff, business owners, staff from several

nonprofits, and members of Hummingbird Community, an ecovillage in

Mora, New Mexico.

The course used the format pioneered in São Paulo: students gathered every

other month for classes and activities spread over two weekends and five

weekday evenings. A design studio practice was chosen for each of the

four dimensions. Students divided into village groups and worked on real

projects related to the city of Albuquerque, culminating in a final design

studio presentation.

The relationship with the University of New Mexico established an ongoing

influence on their Sustainability Studies curriculum – the department now

includes Jonathan Dawson’s book, Ecovillages: New Frontiers for Sustainability,

in the syllabus and every semester it offers a class on ecovillage design,

based on the Gaia Education program.

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Next Gaia Education in USA 2012 – Dancing Rabbit Ecovillage

The lead teacher for the New Mexico course is now bringing Gaia Education

to her community. Dancing Rabbit Ecovillage is a 55-member project in

the rolling hills of northern Missouri with the goal of becoming a 500-

1000 person village. The community operates by consensus, hosts dozens

of natural building and organic gardening interns each year and has a

unique structure of co-operatives that make it a fascinating experiment in

flexible cooperation. Two neighboring communities create a larger pool of

ecologically sound cooperative action.

The Gaia Education course will be

taught by a core staff of community

founders (Laird Schaub of Sandhill

Farm, Alyson Ewald of Red Earth

Farms, Tony Sirna and ecovillage

educator Ma’ikwe Schaub Ludwig of

Dancing Rabbit) and a dozen other

ecovillage residents, highlighting

the living lessons of three sustain-

able cooperative communities.

The 37-day residential intensive will

be the ideal training for someone

wanting to start or strengthen an

ecovillage project in the US, or

find ways to export the lessons of

cooperation to any sustainability

project they are passionate about.

LINKS

http://sust.unm.edu

http://www.hummingbirdcommunity.org

http://www.dancingrabbit.org

http://www.sandhillfarm.org

http://www.redearthfarms.org

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Geeseinformation 2011/3Gaiaeducation

May East: 100 Global Sustain Ability Leaders

The Board of Gaia Education

We are thrilled to announce that ‘Mother Goose’, Programme Director of

Gaia Education, May East, has been honoured for her work as one of 100

Global Sustain Ability Leaders. We would like to thank her and acknowl-

edge her huge contribution towards ensuring our future generations have a

more sustainable, equitable and beautiful planet.

¡Pronto disponible en español!

Economía de Gaia – una de las 4 Llaves para Comunidades Sostenibles

Economía de Gaia – una de las 4

Llaves para Comunidades Sostenibles

estará pronto disponible en español.

Traducida por Carlos Gómez se podrá

descargar gratuitamente en breve

desde www.gaiaeducation.net.

Las versiones en inglés de las llaves

social y económica, Beyond You and

Me, Gaian Economics, también se

pueden descargar gratuitamente

desde el portal de Gaia Education, o

comprar en formato impreso desde

www.green-shopping.co.uk o desde

cualquier librería.

Llave EconómicaEditores

Jonathan Dawson Helena Norberg-Hodge

Ross Jackson

Economía de GaiaVivir bien dentro de los límites del planeta

La llave económica del EDE

Gaiaeducation

para las comunidades sostenibles del planeta

Gaia Education has partnered with the Earth Day Network to pledge all certified Gaia

Education programmes to the Earth Day 2011: A Billion Acts of Green® campaign.

By simply participating in one of our programmes, you will be contributing to this

inspired initiative. You are also invited to trump up even more acts of green by

Supporting & Promoting Earth Day 2012.

Please go to http://act.earthday.org/act/1314794404/support-promote-earth-day-2012 to pledge your support.

17

The Park, FindhornForres IV36 3TZMorayshire, ScotlandUnited Kingdom

administrator@gaiaeducation.netphone: +44 1309 692011

Company Limited by Guarantee Registered in Scotland No 353967Scottish Charity No SC040839

www.gaiaeducation.net

Gaiaeducation

Geeseinformation 2011/3Gaiaeducation

Current & Upcoming EDEs Around the World

It started a dream... Dreaming Mallorca... A promise, a Spanish fashion

designer and sustainability activist, a 13th century former monastery...

Spain’s Son Rul-lan EDE, on the island of Mallorca, is currently underway.

Read more about the unfolding adventure of this incredible journey on

GEESE NING. http://geese-gaiaeducation.ning.com/profiles/blogs/dreaming-mallorca

Other EDEs currently underway include Estonia’s first EDE and 3 EDEs in

Brazil: Gaia Rio, Gaia Brasilândia and Ecobairro Salvdor.

Scotland, Findhorn

1st – 28th October 2011

www.findhorn.org

UOC Online Programme

English: 11th October 2011 – 16th July 2012

Spanish: 19th October 2011 – 12th July 2012

www.gaiaeducation.net

Siddharthvillage, Orissa, India

Oriya: 15th October – 12th November 2011

English: 10th February 2012 – 10th March 2012

www.siddharthvillage.com

Wongsanit Ashram, Thailand

16th January 2012 – 4th March 2012

www.wongsanit-ashram.org