By Rosemary Morrow
Permaculture enables what is morally required and scientifically necessary.
We teachers endeavour to live the three permaculture ethics. They become particularly important when we are teaching permaculture. We know that our students imbibe our behaviour and consciously or unconsciously copy us. We are their models.
So, I have tried to develop my teaching ethics in relation to my goals and behaviour, followed by the principles I use to get there. Finally, I have set objectives for the Permaculture Design Certificate (PDC) itself as an entity.
Teacher’s ethics
- Facilitate ethical conduct and equitable relationships—see the Code of Conduct.
- Foster commitment to meaningful collaboration and the reciprocal responsibility of all participants.
- Deliver clear, complete permaculture content and process with attention to the three ethics.
Teacher’s principles
Encourage, model and create a non-threatening learning environment that supports:
- Active participation
- Confidentiality
- Respect
- Trust
- Protection
- Reciprocity
- Acknowledgement of contributions and due credit
- Diligence
Always demonstrate a continual willingness to evaluate your own understanding, actions, responsibilities and knowledge.
PDC ethics
- Reinforce local culture.
- Give only relevant and accurate information.
- Acknowledge and recognise prior suffering and injustices.
- Apply environmentally and socially sound principles.
- Encourage information to be locally adapted.
- Build on existing valuable knowledge and practices.
Environmental goals: Care of Earth
- Build autonomy in food, water and energy through sustainable methods.
- Support small-scale and long-term productive designs.
- Close hunger gaps and periods of insufficiency.
- Rejuvenate landscapes.
Social goals: Care of People
- Encourage active cooperation.
- Empower people to act.
- Support the acquisition of useful, peaceful skills.
- Develop and extend local knowledge networks and trust.