Classroom Alive Postcard by Seth Jordan

Classroom Alive

Postcard

Welcome to the Classroom Alive Postcard! Classroom Alive -‐ Sweden to Greece, is a six month walking studies, which departed May 26th, 2013 and is scheduled to arrive in Athens on November 30th, 2013. This Postcard is our halfway update, and contains a summary of the trip thus far, followed by some reﬂecLons from students about the journey and their studies. For more frequent updates and photos, check our Facebook Page, and for more informaLon about Classroom Alive, check out our website 1

It’s hard to believe that this is real. We have now been on the road for three months and have covered nearly 2200km. With three months and just under 2200km remaining, we are, in both distance and time, halfway to Athens. This feels like an appropriate time to provide a summation of what has been and what is anticipated to come. For transparency’s sake, we must acknowledge from the start that the past three months have been a blessing beyond imagination and expectation. To provide any sort of succinct account will, as a result, necessarily involve much simpliDication and the omission of much that is well worth telling. Nonetheless, it is hoped that this telling may at the very least project a shadow on the wall that the imagination may animate so as to expose something of what this classroom of ours has been. What follows will includes a short summary of our progress along our route, the students, our studies, the structures, (Focus Weeks, Open Weeks, and Nodes) and some impressions from students on the walk. We encourage you to check our Facebook Page for more frequent updates and photos. The Route We started May 26th in Järna, and spent two weeks on the secluded Sormlandsleden trail Dinding our stride. From there, it was down to Kivik, where we picked up the Skåneleden trail for ten days to Trelleborg. We crossed the water by night and the next day hitched from Rostock to Neuruppin, where we picked up the “Ruppiner-‐Land-‐Rundwanderweg” for our Dirst ofDicial Focus Week. This led us to the outskirts of Berlin and on to the cusp of our Dirst Node. After the node, we set off along the “66 Seen-‐Rundweg um Berlin” for our Dirst Open Week, as far as 2

Lübbenau, and then hitch-‐hiked to Prague. We then followed the “Prague to Vienna Greenways” and, with a short automobile boost just before the Austrian border, picked up the trail again at the border. And so, step by step, we arrived in Vienna for our second Node. From Vienna, during our second Open Week, we made our way along the banks of the Danube to Bratislava, and then continued along its course as far as possible before turning south for Budapest. The Students So who is the “we”? The students thus far have numbered twenty-‐four, aged eighteen to sixty-‐two. The most students walking at one time has been Difteen; there are currently nine students who will be making the journey from here to Greece. The other students have joined for one week, two weeks, or a month. Over the coming three months, we anticipate being joined by many more students, as we receive new student letters each week, out of which we are in conversation with the students to ensure that this classroom is available to all for whom it is right, and right for all who join. During the Dirst half of the journey, we have welcomed many short-‐term students. As part of the evolutionary process of our classroom, the invitation as we enter the second half of the journey is for students who wish to join to commit for longer periods of time, preferably all the way to Athens. This decision is in order to support the student community in Dinding the depth of relationship that can be challenged with frequent arrivals and departures. Our Studies The classroom is very much abuzz with an enormous diversity of topics and this has led to much fruitful cross-‐pollination. The topics of studies for the long-‐term students can be found on our

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Halfway to Greece

Focus Weeks We have completed two focus weeks to date and are looking forward to more in the coming months. The Dirst focus week, “The Passion of the Western Mind,” arose spontaneously and showed itself to be an important foundation, contextualizing many of the formative ideas inDluencing our various studies. During this focus week, which turned into two weeks, the air was thick with comparisons, celebrations, and indictments of the Ancient Greeks, the Christian fathers, the Romantics, the Empiricists, the Industrialists, and the Feminists, among others. The second focus week, “Money and Work,” with Dive students, was the Dirst time that we numbered more than three. The week involved much less reading than usual and included many more directed conversations, as well as the use of audio/visual input for the Dirst time. During the week, we watched a video of a debate at the Cambridge Union Society entitled “This House Believes a Society of Giving is Impossible” and a documentary about Unconditional Basic Income. Future focus weeks are likely to include, “Technology and the Free Human Being,” “The Philosophy of Freedom,” and “Parzival”. 3

Open Weeks We have now completed all of the open weeks that were scheduled during the journey, all of which have been very rewarding. The Dirst, from Berlin to Lübbenau, had ten students, spanned ten days, and proved an enormous success. We were tentative at the beginning at the thought of being so many, but joys were uncountable, wandering through the beautiful Spreewald, and we discovered it was truly a gift to be joined by so many other students, who brought many different perspectives. During the second Open Week, from Vienna to Bratislava, we were Difteen students Although the Open Week was only Dive days, they were without a doubt some of the fullest Dive days on the journey thus far. We quickly became a choir, as we nearly Dloated along the banks of the Donau, and had two presentations from students who joined for the Open Week, one of which was aboard a beached pirate ship built by journeymen, which served once more to stretch our thinking in new directions. The Dirst presentation was about a music tour currently being designed, striving to bring people into relationship with gifting. The second was about anthroposophy, exploring what it actually means to study anthroposophy in this day and age, and what it means to develop a personal relationship to it. The third and Dinal open week, from Tata, Hungary, to Budapest, included thirteen participants. We were guided through the hills by Countrywide Blue Tour trail markings. Following the blessed blue and white markings, we ascended steep hills to stunning views of serene villages before plunging into forests of foliage unknown to those of us familiar with vegetation from more northern regions, leading us to fruit trees and vineyards on the edge of each village, and Dinally through the village and back up to another hill top. The impact of the landscape during this open

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website. Some of the topics of the students who have joined for a shorter time include: Idealism and the Human Being on Fire; the Philosophy of Freedom; Activism and Spirituality; the Mystery Dramas; Health and the Human Being; and Portrait Drawing. So far, the studies have involved a lot of reading, leading to many a lively conversation and debate, as well as a sprinkling of presentations. Spirited dialogues thus far have included: absolute and relative truth; the feasibility and implementation of alternative currency systems; the role of technology in our lives; the meaning of progress; the historic development of smiling; the role of idealism; the economic and political structure of the EU; and how light functions.

Nodes We have completed two nodes thus far, in Berlin and Vienna, and still have four remaining. The node in Berlin built on the focus week the preceded it and was also entitled “Money and Work.” It was an opportunity for the students to share with a larger audience some of what we have been studying. The node took place at “Anthroposophische Hochschulgruppe Haus Bornstr. 11 e.V.”, a very beautiful space that provided us the perfect mixture of serene, peaceful, and ready for business – enabling secluded conversation groups in the garden and screening a documentary and giving presentation in the main room. It was also exciting during the node to have Elyse Pomeranz as a guest, as she also offered an art exercise during the time, which offered another access point to the questions of money and work. For the node in Vienna, we collaborated with the local WWF on the topic of (Bio)diversity. The one day event was a wonderful exchange, with the folks from the WWF sharing their work about the current status of Biodiversity in the morning, and the Classroom Alive students sharing in the afternoon regarding the importance of diversity and lack of diversity that we each experience in our own respective Dields, be it economy, education, Dilm, etc. During the node in Vienna, we also had the chance to stay at United Creations Aspern “playground,” where sustainability and diversity are being explored and experimented with. 4

A Look to the Future So now we are in Budapest. We have our third Node happening here this weekend on the theme of Higher Education, We will say goodbye to those who joined for the open week and welcome four students who will be joining us for our journey forward. We will be thirteen when we leave here for Timisoara, and from there will make our way down through Romania, through the Iron Gate gorge to Bulgaria, where we will have our fourth Node in SoDia. We will then head up into the mountains, and, in crossing the mountains, cross a threshold of sorts, as it will be from there that we enter Greece for the Dirst time. What is in store for us is yet in the future, and so we walk day by day towards that horizon, putting one foot in front of the other.

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week, a sharp contrast to the Dlat dam along which we had previously accompanied the Danube, was felt in the studies, which were augmented by themes of perspective and reDlection. The stars above completed the scene, shining with a brilliance unlike any we had experienced so far, rendering the week truly sublime.

Slow Educa<on

(Seth Jordan)

While most people are astonished by this educa<onal program -‐ a self-‐directed 6 month walking studies from Sweden to Greece with 4 hours of walking and 4 hours of study each day -‐ I'd imagine many people would s<ll say "What's the point? You don't get a diploma from it, and it probably won't help you get a job." But is this the real point of educa<on? AKer spending two weeks with Classroom Alive -‐ walking from Austria to Slovakia along the Danube river -‐ the main thing I can say is that it actually lives up to its name. The world comes more alive. There are no answers to abstract ques<ons like you find in a normal classroom, instead you start to get at the life behind things. If "slow" wasn't such an overused term, I'd say this is Slow Educa<on in the tradi<on of Slow Food and Slow Money. It's about geTng into the quality of things, not just racing to consume a greater and greater quan<ty of informa<on. If we go slow enough, will things speak to us? Is there something to learn from a place, from the way it calls up something completely new within us? (how different the beach is from the apple orchard, from the forest planta<on, from the quarry...) And if we leave some things unplanned, like where we'll find our drinking water, will we be surprised by the people we meet, how generous they are, how they go out of their way to also give us vegetables from their garden and cans of food from their pantry? Two days ago I leK Slovakia. Since leaving, I haven't been surprised by how much I now know, but by how interested I am in things -‐ in the people on the train, the Alpine forest we're riding through (why so fast?), the apple I picked off a tree this morning (how can every tree taste so damn different?). I'm now drawn deeper into the layers of things, into the step, that leads to another step, that keeps poin<ng to something more -‐ to a mystery behind things that is wai<ng to be revealed if we'll only be pa<ent enough and interested enough and walk slowly enough to meet it. Seth Jordan walked with Classroom Alive for for two weeks from Vienna to Gabcikovo

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PARTICIPANT TESTIMONIALS

(Doug Saunders)

In the middle of July I had the opportunity to accept the invita<on from Classroom Alive invita<on: Drop everything you’re doing, pack up your quesLons and meet us on the road. I met them coming off the road from Dresden to Prague and spent an inspiring week walking, hiking, conversing, and absorbing the Classroom Alive experience and the first leg of the Prague to Vienna Greenway (PVG). It was a demanding and challenging yet altogether deligh\ul and meaningful few days to share the experience with Classroom Alive core collec<ve: Mathijs, Caleb, Mischa and Madelena. Their generosity and openness, their curiosity and ques<oning, their determina<on to put their ideals to the test prac<cally and unflinchingly and their willingness to accept my presence turned this week long walk through the Prague outskirts and surrounding countryside into a very special first experience. I am without doubt richer for the experience. I will admit I was a bit apprehensive about whether as a 63 year old professional, many sedentary years away from strenuous daily ac<vi<es, I would fit in to the experience. I am delighted to say that within a very short <me I felt right at home. With considerable instrumental and personal support from each of the core collec<ve members, I rediscovered physical and mental endurance that had not been tested in a long <me. On reflec<on, it was in part due to the collec<ve leadership of the four core team members working together within a very well structured daily rou<ne that made it work so well. That rou<ne included a well organized and balanced walking, studying and evening rou<ne that kept us successfully naviga<ng the PVG trail and provided lots of <me for crea<vity, personal pursuits and insigh\ul discussions. It was all in all a very special experience that anyone willing to accept the Classroom Alive invita<on will be the richer for. Doug Saunders walked with Classroom Alive for one week from Prague to Neveklov

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Prague to Vienna

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Study Session during the ﬁrst Open Week from Berlin to Lübbenau 7

Classroom Alive as a Lifestyle

(Anna Wynants)

"Classroom Alive is a lifestyle." At least this what I was told when I joined. It took me a while to realize this was not just holidays, to realize which adventure was wai<ng for me. Now, aKer four weeks, I find myself crossing the border between holidays and a way of living. My tent, a lible one person tent, became my room in a bigger house called Classroom Alive with the world as backyard. I love the moment in the morning when I crawl out my tent, feeling the fresh and cold dew between my toes, waking up my feet for a day full of walking. Or the aKernoon, lying in my tent -‐ unfortunately to small to sit straight -‐ studying, hearing the tapping rain, while the smells of dinner <ckle my senses. Smells, Classroom Alive, has a characteris<c perfume, a mel<ng pot of different aroma's; predominant smells of deep sweet pine trees, campfire, morning coffee, smelly socks, green grass, and salty sweat turning acid mixed with hints of testosterone. Finished with a subtle touch of apples and pears, juicy blackberries, the piscine water of the Danube, earth, dirt,... Classroom Alive, a commitment to studying, to walking, to nature and to people, is definitely becoming a lifestyle. Anna Wynants started walking in Tabor, Czech Republic and will walk for four months, all the way to Athens

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STUDENT ARTICLES

(Mathijs Poppe)

I have walked for more than three months now, from Sweden down to Germany, across the Czech Republic, into Austria and then along the Danube river from Vienna through Slovakia un<l the border of Hungary. Just recently I walked across the Gerecse Hills in Hungary, ready to enter Budapest. I am half way on the path to my des<na<on: Athens, the capital of Greece. I have slept in many different places: forests and clear-‐cut areas, farms and apartments, shelters and open sky, on soK meadows and concrete floors. I have also met many different people: young and old, farmers and ar<sts, early birds and late night alcoholics… And oKen I find myself explaining to them what it is I set out to do on this journey. And every <me I tell another story. And yet here I am, once more telling a story of what Classroom Alive is, or could be. Some<mes I explain what Classroom Alive is by summing up the different components of this project: we are a group of students walking from Sweden to Greece over a <mespan of six months, we walk for four hours a day and we study for four hours a day, we try to learn from the people and places we pass on the way and we meet them with openness and interest as if each of them were our teacher, and we try to express what we learn in six big ci<es along the route through organizing small events. Then ques<ons start to arise in the person I am talking to. And oKen the first ques<on is: “If you call yourself a student, what are you studying?” And just like with the ques<on “What is Classroom Alive?” there are many answers. I could give a very broad and general answer, that oKen happens when there is not so much <me or when the conversa<on has a more superficial nature to it. Then I say something along the lines of: “I am con<nuing and deepening the film studies I did at the School of Arts in Gent, Belgium (KASK) by reading, wri<ng and filming during this walk.” What oKen happens aKer that, is that my 9

conversa<on partner uses a word that says as much as my very broad and general answers: “Oh, interes<ng.” And then that’s followed with: “Well, I guess you have to do these kinds of experiments while you’re young, enjoy it!” And so it seems that Classroom Alive can be classified in the folder of “interes<ng educa<onal experiments for young people.” But if I know that the person I am talking to is open and wants to get a real and honest taste of what it is I have set out to do, a different story can be told. A story that doesn’t have a beginning, middle and end that can easily be summarized or categorized. Because what it is really about is a subjec<ve experience that cannot be objec<fied. The experience of the coming into rela<onship of what it is that I can call “myself” with that which surrounds me, that which is outside of me, what one could call the “world.” The experience of leaving behind the comfort of a house, a table to eat at or a clean shower and toilet. The stripping down of all the meaningless things that occupy my mind and keep me busy in my usual day-‐to-‐day life by walking, swea<ng, and step by step confron<ng myself with what’s out there in those dark forests, far away ci<es, and unknown strangers. There is no way of staying inside to avoid them, there is no way to hold back and hide myself in my doubts and fears. The only thing I can do is walk on and meet what crosses my path. At the moment of wri<ng, I am siTng on a mountain top. From here I have an overview of where I am coming from and where I am going. I can see the calm countryside village with it’s small café where I was yesterday. I drank a coffee with the old morning regulars and observed them from <me to <me drinking their second or third beer of the day while reading Tarkovsky’s “Sculp<ng in Time.” In the other direc<on I can see Budapest, the big city, full of

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Concept & Actuality in Classroom Alive

the view will be from the next mountaintop, but the hard part comes when I have to drag myself and my backpack down to the valley and step by step back up to the next top. At the School of Arts in Gent(KASK), I was constantly faced with the challenging nature of this reality. I had to go out a lot to find a documentary subject for example or create the right set environment to film a fragile fic<on scène. And constantly I bumped into the difference between what I thought I knew about direc<ng and the actual reality of filmmaking. The big difference between knowing and crea<ng. What followed was a painful learning with a lot of falling and geTng up to fail again a bit later. Slowly I began to fail with pleasure. Because I knew that those were the moments that I met reality in the most honest way, I couldn’t hide myself. But oKen, in our educa<onal systems, we are not challenged to meet the pressing reality of that which we learn about. And outside of the educa<onal system, we tend to distract ourselves from that mee<ng by leTng the world come to us, we stare at the computer screen from behind the desk, or sit on the couch in front of the TV and watch what’s happening “out there,” but we don’t feel responsible for it. We don’t feel part of it. It is one of the downsides of distancing ourselves to get an overview. We need to get to the top of the mountains to see the meaning of life, but we also have to walk down to actually meet it and create it. And Classroom Alive is only a small step in that process. There are countless things that I am s<ll hiding or running away from, but I hope there will be a moment that I can call myself an expert in mee<ng and therefore crea<ng reality. Concretely this means that in the coming <me I want to study about the Euro-‐crisis. I want to read about where it came from and where it is going, but I know that most of the learning will come when I get to Greece and meet

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beau<fully clothed people living their busy lives, geTng around from one appointment to the other. From this mountaintop, I can look at things from a distance. It’s something we do every day, it’s how we come to our knowledge, we distance our “selves” from our environment. And like we could do with Classroom Alive, we summarize it or categorize it and look for the paberns to get to know it. We try to draw conclusions out of what we see and judge it. We gather heaps of research and knowledge about what one could call the “world.” From up on the mountain, I could look at the village and try to come to an insight into why it is that some people go out at 9 ‘o clock in the morning to start the day with a couple of beers. Are they trying to forget that they are alive? Where does this pabern come from? And I can try to draw a conclusion and figure out how I can avoid this behaviour for myself. Or I could look at the city and figure out how I could stay calm and not loose my head in such a buzzing environment. But once I start to walk down, I might slowly loose my overview, and get overwhelmed as I enter the city, start running around from the one appointment to the other for three days and leave the city exhausted, and totally confused by all the contradictory voices I heard in the overcrowded place. It’s only when we distance ourselves from the world, or our lives, and get an overview, that they start making sense to us. We suddenly see with clarity where “this” is all leading and what our next steps are. But once we have to start implemen<ng our wisdom or our knowledge, that’s where it becomes challenging and complicated. We loose our overview. Not because we have lost our knowledge, but because the mee<ng with reality in all it’s complexity is always much more difficult then looking at it from a distance, coming to knowledge about it and overviewing it. From the mountaintop I can easily point out where I am going next and see how beau<ful

Mathijs Poppe started walking with Classroom Alive in Järna, Sweden and will walk for six months, all the way to Athens

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the people that lost everything because of the economic situa<on. I will be confronted directly with the reality of what the concept of an “economic crisis” means. I will not only meet it in numbers and lebers in my books, but I will see it in the eyes of the people and in the physical landscape. Because every concept is derived from an actuality in the end.

(Shirin Eimermacher)

To begin with, I want to start with a story from the journey. We were in the process of looking for a place to stay in Tata, Hungary, and Michael and I decided to go to the town hall to speak to the mayor. Queuing up with the local people who were wai<ng for signatures on oﬃcial papers, passports, and the like we waited our turn. Shortly we were guided to a lible oﬃce, where a man with a huge belly asked us in a mixture of English and German what we wanted.

travelers or backpackers, When I was traveling I would go to a hostel or campground. And we are not only students. When I was a student I would live in a ﬂat in the city or in a student house. We are traveling students, a mixture of both. We are a community of learners and we are an interna<onal group of young social entrepreneurs. We are walking through Europe, and in a way this is a modern form of a pilgrimage. But this is just one way of presen<ng Classroom Alive to the outer world.

“Well,” I said, “we have a lible bit of an unusual ques<on. We are a group of young people from all over the world; Canada, New-‐ Zealand, Belgium, Portugal, Germany, and we are experimen<ng with new forms of educa<on. We are doing kind of a modern pilgrimage. We are walking from Sweden to Greece. We are a community of learners, taking up our self-‐directed studies. Our ques<on to the city of Tata is whether you have any possibility to host this group of young entrepreneurs for the night?”

In Classroom Alive I am studying about educa<on, more speciﬁcally higher educa<on. Previously, I have studied educa<onal science at the University of Ghent, in Belgium. The last year of my masters was focused partly on higher educa<on and the idea and posi<on of a university in today’s society. AKerwards I went to the Interna<onal Youth Ini<a<ve Program in Sweden and maintained a focus on higher educa<on through my personal project there. Now I am studying in Classroom Alive and again, higher educa<on is my theme. I am con<nually standing on both sides of the line, par<cipa<ng in and studying higher educa<on simultaneously.

Phone calls were made, new people came with a beber knowledge of the English language, and then more phone calls, more ques<ons, and in between people speaking Hungarian. We looked around with unnaturally broad smiles and within a few hours we found a place to sleep in a beau<ful forest cabin 10km outside the city, somehow not due to the city government, but through the worldwide couch surﬁng network. The reason I am sharing this recent experience with you is because it is an expression of a certain feeling of how I am in the world at this moment. There is something in what we are doing that gives me the courage to just go to the town hall and ask this ques<on. There is something in what we are doing which is unique. We are not only travelers or backpackers, When I was traveling I would go to a hostel or campground. And we are not only 12

My studies are: how should, or could, higher educa<on look today. What is lacking and which challenges are being faced in the big ins<tu<ons for higher educa<on? What is higher educa<on really about and what do I think is important concerning my own higher wer to the ques<ons I am asking myself everyday in the study <me. When it comes <me to record this living answer, to enshrine it in type, it so easily becomes yet another theory. When I am presen<ng Classroom Alive to mayors, landowners, priest or other hospitable people on the way, I formulate it boldly and eloquently, but in what way does that further the real impact of my studies? So what is the living answer to the ques<on what is Classroom Alive? Four

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Shaping Our Higher Educa<on

However, studying in Classroom Alive also means struggling from <me to <me. Yes I don’t feel any outer pressure to reach something with what I am studying. But I do feel pressure, probably generated just by myself. It doesn’t always make sense what I am doing. Although I can be very interested in what I am reading, I some<mes miss a bigger purpose for what I am doing. I don’t know where this studies are leading me and why I am here right now, reading nice theories, instead of reforming Belgium’s educa<onal system for example. To support each other in our learning, every night we have a check-‐in circle where we share some reﬂec<ons, gra<tude, or struggles from the day. A few weeks ago, we also started a weekly study check-‐in, in which we share some exci<ng nuggets from our studies in the past weeks, talk about studying strategies or process struggles. In these spaces as well as during the walking, we inspire each other and pollinate between our ﬁelds of study. Through conversa<ons we digest our learning by speaking about it or ques<oning one another. In Classroom Alive we are each other’s peers and teachers at the same <me. I think we can call ourselves a community of learners without lying. But 13

what does it really mean? Living in community is an ongoing pleasure and challenge at the same <me. How are we together as a group? How do we relate to each other and how do we invite each individual to speak of what is really going on inside themselves? How do we listen to each other? How are we in a genuine and open conversa<on with each other, where the goal is not to compete with each other about all the informa<on we have, but where we can really inspire and surprise each other. In such I believe that the outcome of a conversa<on is more than the sum of the informa<on supplied by the par<cipants. How can we really teach each other something? How can we study together? And how can we not only be each other’s peers or teachers, but be real mentors to each other? When I am really honest in answering the ques<on of what Classroom Alive really means to me then I can only draw the conclusion that there is a diﬀerence between naming something, and really experiencing it. What it means to be a student in Classroom Alive changes every day. Classroom Alive is more a work in progress and less a ﬁnished and clear educa<onal program. It is the experience and structure we want it to be. Every day we are shaping our higher educa<on, and every day it becomes more of what we need it to be. That is for me the essence of Classroom Alive.

Shirin Eimermacher started walking in Tabor, Czech Republic and will walk for four months, all the way to Athens

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hours a day, each of us driKs away into our own world of studies. These worlds are each of an en<rely diﬀerent nature. Common is that we choose ourselves what we wanted to study. Out of total freedom. Without any outer pressure to reach something through it or become someone because of it. Out of a deep intrinsic mo<va<on we choose to commit to be occupied each day with a theme that touches us. It is something that we feel connected to and it is through this connec<on, and the knowledge we gain, that we ﬁnd our thoughts driKing suddenly in new direc<ons. Curiosity about a certain part of this world grows as it shapes our thoughts, our minds, our worldviews, and in the end, ourselves.

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Classroom Alive walking up to one of the many small villages in Hungary, on the way to Budapest.

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