[C&E] Introduction Permaculture

GUIDEBOOK ON THE INTEGRATION OF ECOLOGICAL LIFESTYLE INTO EDUCATIONAL ACTIVITIES FOR YOUTH

Topic INTRODUCTION TO PERMACULTURE

Implementation: Center for Development of Community Initiative and Environment (C&E) This guidebook was compiled and published under the sponsorship of Rosa Luxemburg Stiftung – Southeast Asia Copyright: This guidebook can be copied or cited for non-commercial purposes only Compile: Ngo Thi Phuong Thao, Le Nguyen Thu Ha Edit: Hoang Thanh Tam, Bui Thi Thanh Thuy, Le Th Thao Design: Nguyen Khanh Linh Photo: C&E Center, colleagues and internet Address: No 12 lane 89 Xa Dan street, Dong Da district, Hanoi Phone number: +84 24 3573 8536 Email: ce.center.office@gmail.com Website: ce-center.org.vn

PREFACE The “Guidebook on the integration of ecological lifestyle into educational activities for youth – Topic: Introduction to Permaculture” is in the toolkit series on ecological lifestyle within the course of the project “Scaling up and mainstreaming innovative approaches on ecological movement into activities of universities” the year 2019 funded by Rosa Luxemburg Stiftung. The toolkits are designed for teachers, trainers, and youth activists with topics related to sustainable lifestyle and education.

This guidebook is written to introduce the concept of “Permaculture”. Emerged since 1978, Permaculture is an emerging and holistic approach to sustainable design in agriculture and can be adapted for various sectors – from formal to informal education. Hence, young generations would have a better understanding of the importance of Permaculture design from local to global level in the context of the worldwide climate crisis. At the same time, they will be equipped with not only knowledge but also inspiration to take action.

Another objective of this guidebook is to support teachers, trainers, and youth activists in inspiring their learners in a diverse, scientific-based, and interesting way. It introduces methods of integrating the topic “Introduction to Permaculture” into educational programs as well as activities to change learners’ awareness and action. As a result, learners can apply this to their future career and spread to their community where they live, study, and work.

Furthermore, this guidebook is also a simple tool for individuals and organizations who seek to understand and integrate topics related to ecological lifestyle into extracurricular, training, or educational activities for young people. No matter who you are or where you work, you can be an inspiration for your community.

The compilation team hopes to receive comments and suggestions from individuals and organizations to better revise and publicize this guidebook in upcoming times.

The compilation team C&E Center

MỤC LỤC

01 02

UNDERSTANDING PERMACULTURE 7 What is Permaculture?

8

The ethics and principles of Permaculture

12

Why Permaculture?

19

Application of Permaculture around the world

24

METHODOLOGY OF INTEGRATION INTO EDUCATION

35

Forms of integration

36

Training methods

42

03 04

RECOMMENDATIONS FOR TRAINING PROGRAMS

49

In-class lecture

50

Field-trips

53

Further literature

56

REFERENCE

60

TABLE OF FIGURE Figure 1 - The Permaculture flower

11

Figure 2: Zoning in Permaculture - the principle model

15

Figure 3: Zoning in Permaculture - the real-life illustration

16

Figure 4: Perrmaculture is not only an approach, it is a lifestyle

18

Figure 5: Zoning for personal lifestyle following Permaculture design – built by Bart Anderson

23

Figure 6: An urban Permaculture garden in Melbourne, Australia

24

Figure 7: Rooftop garden in Garden Village

25

Figure 8: Students harvest vegetables in an UMass Permaculture garden

26

Figure 9: The Plummery urban Permaculture farm

27

Figure 10: Community gardening in Beacon Hill

28

Figure 11: Learning by doing in Zaytuna farm

29

Figure 12: An eco-house in Crystal Waters Ecovillage

30

Figure 13: The message about Permaculture appears on Lush

31

Figure 14: The peaceful view in HEPA

32

Figure 15: The greenery view from the farm’s gate

33

Figure 16: The bamboo forest in An Nhien Farm

33

7

PART

01 Understanding Permaculture

8

WHAT IS PERMACULTURE? Defining “Permaculture” The term “Permaculture” is the portmanteau of “permanent” and “agriculture.” Over time, the ethics and principles of Permaculture have been applied to many different areas: water and energy use, waste treatment, event community design, and economic system. Therefore, the term nowadays also means “permanent culture” (Hemenway, 2015).

“Permaculture is the conscious design and maintenance of agriculturally productive ecosystems which have the diversity, stability and resilience of natural ecosystems.”

(Mollison, 1988) In Permaculture, humans consciously design their landscapes which mimic the patterns and relationships found in nature, while ensuring the yield of an abundance of food, fiber and energy for provision of local needs (Holmgren, 2002). Permaculture design is a framework of landscape planning that can be applied at scales, including home gardens, city blocks, villages, and farms. It is an ethically based whole-systems design approach that uses concepts, principles, and methods derived from ecosystems, indigenous peoples, and other time-tested practices to create sustainable human settlements and institutions (Millison, 2016). It draws together the diverse ideas, skills, and ways of living which need to be rediscovered and developed to empower us to move from being dependent consumers to becoming responsible and productive citizens (Holmgren, 2002).

The philosophy behind Permaculture is one of working with, rather than against, nature; of protracted and thoughtful observation rather than protracted and thoughtless action; of looking at systems in all their functions, rather than asking only one yield of them and of allowing systems to demonstrate their own evolutions.”

(Mollison, 1988)

9

A brief history of Permaculture (Grayson, 2007) The term and design of Permaculture were developed by Bill Mollison, a lecturer in Environmental Psychology at the University of Tasmania (Australia), together with his student David Holmgren in the 1970s. Permaculture made its first appearance on the world stage in 1976 in an article in Tasmania’s Organic Farmer and Gardener newsletter published by the Tasmanian Organic Gardening and Farming Society.

Mollison and Holmgren published the first book on Permaculture – “Permaculture One – a Perennial Agriculture for Human Settlements” - in 1978. In the same year, the first Permaculture magazine was created by editor Terry White, and the first Permaculture course was held in Tasmania. The publication of Permaculture magazine was pivotal to the history and spread of the design system.

Like its eventual successor, the Permaculture International Journal (PIJ), it bound together with a geographically dispersed network of emerging Permaculture practitioners.

In 1979, Mollison published “Permaculture Two” focusing on design and went on to publish the book “Permaculture – A Designers’ Manual” in 1988. In 1981, still in the early days of Permaculture, he received international recognition with a Right Livelihood Award, sometimes called the “alternative Nobel Prize.”

10

After that came Rosemary Morrow, who contributed greatly into the design system of Permaculture course and wrote several Permaculture books, among which is the “Earth Keepers Guide to Permaculture”. She brought the idea to Vietnam, Cambodia and other countries.

In the 1980s, Permaculture expanded to several events such as the Alternative Economics Summit (1984) and the Earthbank Conferences. The first International Permaculture Conference was held in Pappinbarra, Australia in 1984, kick-starting its international outreach. The second international conference took place at The Evergreen State College, Olympia, Washington (USA) in 1986 and featured not only Mollison, but famed Japanese natural farming pioneer, Masanobu Fukuoka, author of “The One Straw Revolution”, and Wes Jackson, founder in 1976 of the Land Institute (researching perennial agriculture in the USA). Permaculture was still far from mainstream but it was gaining in respectability and credibility.

Permaculture crossed the Australian border and became wide-spread with Permaculture design courses being taught in institutes and organizations around the world. Many countries now have their own Permaculture bodies and publications, among which are the Permaculture Activist in the US and Permaculture in the UK. Although PIJ is no longer published, the Permaculture International organisation remains, maintaining a website and a global directory as networking tools.

How far is the application of Permaculture?

Although rooted in horticulture and agriculture, Permaculture design is interdisciplinary, touching on a wide range of subjects including regional planning, ecology, animal husbandry, appropriate technology, architecture, and international development (Millison, 2016).

The Permaculture Flower proposed by Holmgren (Figure 1) demonstrates the critical domains of Permaculture design for a sustainable culture. Historically, Permaculture has focused on land and nature stewardship. However, it is now being applied to other fields dealing with physical and energetic resources as well as human organisation (Holmgren, 2002).

With the basic ethics and principles that are universal and multi-disciplinary, Permaculture is a design framework that can be applied widely. Section 1.4 will provide different scales of application with real-life examples as a demonstration for any individuals, groups, or organizations who are inspired and seek to adopt Permaculture.

11

BUILDING

LAND & NATURE STEAWARD-SHIP

LAND TENURE & COMMUNITY GOVERNANCE

TECHNOLOGY & TOOLS

ETHICS & DESIGN PRINCIPLES

FINANCES & ECONOMIC

EDUCATION & CULTURE

HEALTH & SPRITUAL WELL-BEING

Figure 1 - The Permaculture flower (Holmgren, 2002)

““…permaculturists can come from all walks of life. In the early days of the discipline, Permaculture attracted gardeners, farmers, landscape designers, and nascent Permaculture teachers. But because Permaculture’s concept can be applied in so many ways, permaculturists today include software designers; water, waste and energy engineers; social justice activists; educators and school administrators from the kindergarten level to graduate studies; community organizers and government officials; restoration ecologists; teachers of yoga, bodywork and spiritual practices, in short, almost anyone.”

– Toby Hemenway (2015).

12

THE ETHICS AND PRINCIPLES OF PERMACULTURE The Ethics of Permaculture Three basic ethics of Permaculture (Mollison, 1988; Gaiacraft, 2012):

EARTH CARE Provision for all life systems to continue and multiply. Life systems include all living and non-living things, such as animals and plants, as well as land, soil, water, and air. Change our lifestyle, rethink our approach to development and remediate damages that are already done.

A simple example is how people stop using chemicals on the garden while still abusing other chemical products such as cleaning products, personal care, cooking products… Chemicals will eventually leak into soil and water, which degrades the health of the surrounding environment.

PEOPLE CARE Provision for people to access the necessary resource.

Take care of the health and well-being of our human family and promote self-reliance and responsibility towards the greater community.

The term people is not only about closely related family or co-workers but also those who will use your farm products or who provide inputs for your land.

FAIR SHARE – RETURN OF SURPLUS TO EARTH AND PEOPLE Governing our own needs and

setting limits to population and consumption.

Share the abundance of earth’s resources equally with all living and non-living things.

This ethic is linked first hand to “knowing how much is enough”. How much should you exploit the farm? Can you leave some of your harvest so that nature can nurture and revive itself? We benefit from the generousity of nature, why can’t we show gratitude by sharing it to other people and to nature?

13

Permaculture Design Principles (Richard Telford & Oliver Holmgren, 2019)

OBSERVE AND INTERACT Beauty is in the eye of the beholder By taking the time to engage with nature we can design solutions that suit our particular situation.

CATCH AND STORE ENERGY Make hay while the sun shines By developing systems that collect resources when they are abundant, we can use them in times of need.

OBTAIN A YIELD You can’t work on an empty stomach Ensure that you are getting beneficial rewards as part of the work that you are doing.

APPLY SELF-REGULATION AND ACCEPT FEEDBACK The sins of the fathers are visited on the children unto the seventh generation We need to discourage inappropriate activities

to ensure that sys-

tems can continue to function well.

USE AND VALUE RENEWABLE RESOURCES AND SERVICES Let nature takes its course Make the best use of nature’s abundance to reduce our consumptive behaviour and dependence on non-renewable resources.

PRODUCE NO WASTE Waste not, want not.

By valuing and making use of all the resources that are available to us, nothing goes to waste.

14

DESIGN FROM PATTERN TO DETAILS Can’t see the forest for the trees By stepping back, we can observe patterns in nature and society. These can form the backbone of our designs, with the details filled in as we go.

INTEGRATE RATHER THAN SEGREGATE Many hands make light work By putting the right things in the right place, relationships develop between them, and they support each other.

USE SMALL AND SLOW SOLUTIONS Slow and steady wins the race Small and slow systems are easier to maintain than big ones, making better use of local resources and producing more sustainable outcomes.

USE AND VALUE DIVERSITY Don’t put all your eggs in one basket Diversity reduces vulnerability to a variety of threats and takes advantage of the unique nature of the environment in which it resides.

USE EDGES AND VALUE THE MARGINAL Don’t think you are on the right track just because it’s a well-beaten path The interface between things is where the most exciting events take place.

These are often the most valuable, diverse and productive elements in the system.

CREATIVELY USE AND RESPOND TO CHANGE Vision is not seeing things as they are but as they will be We can have a positive impact on inevitable change by carefully observing, and then intervening at the right time.

15

Permaculture zoning there are six main zones in Permaculture (from 0 to 5), defined by access frequency and concerned with efficient energy and resources planning. It is determined by how often we use and manage the elements in these zones (Permaculture, 2019).

s

ar

ke

s rop

house

Figure 2: Zoning in Permaculture - the principle model

, green

a te roclim mic

People

tc

, en

t

5: Un ma Z on e na 4: ge Mi nim d: a Zon l ca e3 re :O cc as io Zon n e2 :S em iZone 1: Fr e Z o ne 0:

op cr

m

Zon e

ng

, inspiration, meditation ging a r o e, f on pasture, wood cutin z s ring, g fo e s h t r fu ar ne r g e el d o an id fo s and nut trees t w i d u r f d l e , i tim g p r ast la : u i :w d r e e ti ,c s i as v vated: food prod y h culti uct al y l i e o s ns , ten d : k e t i in i t c s i h v e n y tl ga en rd qu f settlem o e us en Ho

16

5

3 2 1

4

2

Figure 3: Zoning in Permaculture - the real-life illustration

Zone 0 – The home– where we live in, the centre of activities. In this zone, we need to reduce energy and water needs, effectively harness natural resources such as rain, wind and sunlight, and create a harmonious, sustainable environment to work, live and relax.

Zone 1 – This zone is near the house, most intensively used and managed. For example, kitchen gardens, small animals, rainwater tanks, shed. Zone 1 plantings usually employ complete mulching, using a system such as sheet mulching, and are fully irrigated with irrigation systems such as drip systems, which sit below the mulch on the garden beds.

Zone 2 – This zone is used quite often but less than zone 1. It accommodates some of the more prominent and slightly less frequently used elements that still need relatively frequent attention such as perennials and long-growing vegetables, orchards, compost area, bee hives, ponds, poultry or large animals’ enclosure. Zone 2 plantings can employ complete mulching using a system such as sheet mulching. However it would be impractical if the area is too large. Spot mulching around the trees may be employed, and tree guards can be used to protect trees while they get established.

These plantings are fully irrigated using irrigation systems such as drip systems.

Zone 3 - This is basically farmland which only requires infrequent attention. Elements in this zone include main crops, where orchards of larger trees, pastures and rearing areas for large livestock (cows, sheep), semi-managed bird flocks, large trees for animal forage, dams for water storage and drinking water for animals. Zone 3 plantings employ green mulching, which is an under-planting of ground cover plants which serve as a ‘living mulch’ for the trees. These plantings are unpruned, and not all plants have irrigation to water them.

17

Zone 4 - This zone is partly managed and mainly used for collecting wild foods, wood, animal forage and grazing pasture. The trees in this zone are managed by allowing animals to browse to control new growth, or by thinning (removing) seedlings to select the variety of trees that will be allowed to grow.

Zone 5 - This zone is an unmanaged wild natural ecosystem, such as bushland, forest or similar natural area, free of human intervention, interference or control. It is a wilderness conservation area, and space that provides us with the opportunity to step down from our role of controlling Nature, to one where we can witness Nature in its pure form, where we can simply observe the cycles of Nature and learn from what we see.

It is important to note that not all Permaculture projects can have full 6 zones. For example, an urban Permaculture site might only have up to zone 2. The zoning design can be tailored to specific conditions of the area.

How Permaculture relates to your own life?

“Permaculture is a way of life which shows us how to make the most of our resources by minimizing waste and maximizing potential. Living ecologically doesn’t mean giving everything up, but relearning the value of nature and understanding new ways of being wealthy […] conscious design of a lifestyle which is highly productive and does not cause environmental damage […] You can meet your own needs without making anyone else’s life less pleasant.”

– Graham Bell. (Bell, 1992)

Figure 4: Perrmaculture is not only an approach, it is a lifestyle @Happen Films, 2019

19

WHY PERMACULTURE? The role of Permaculture in solving the climate crisis The world can no longer sustain the damage caused by intensive agriculture, mono-cultural forestry, excessive consumption of natural resources and thoughtless settlement design (Mollison, 1988). We are demanding too much from the Earth.

As of 2016, eighty-six percent of the world’s population

lives in a country with an ecological deficit, meaning that its residents demand more from nature than the country’s own ecosystems can regenerate (GFN, 2019).

We are already seeing the consequences of global warming through more extreme weather, rising sea levels and diminishing Arctic sea ice, among other changes. “Limiting global warming to 1.5°C would require rapid, far-reaching and unprecedented changes in all aspects of society”, the IPCC said in its new report came out in 2018. With clear benefits to people and natural ecosystems, limiting global warming to 1.5°C compared to 2°C could go hand in hand with ensuring a more sustainable and equitable society. Limiting global warming would also give people and ecosystems more room to adapt and remain below relevant risk thresholds. (IPCC, 2018) However, climate breakdown is only inevitable if we continue with growth-based neo-liberal economics. As Rob Hopkins, founder of the Transition Town movement, put it, we need to focus our effort into these three important pillars to reverse this climate crisis (Hopkins, 2018): • Holding Actions: putting our bodies on the line to say “no” to the things that are driving us over the edge, always aware that this work is vital, but not enough on its own.

• Structural Change: where we build the new world within the shell of the old dying one, creating the structures, economy, connections and models that we will need in order to thrive.

• Shift in Consciousness: the inner work needed for the other two to succeed, changing our values and stories to enable the depth of change needed to become instinctive.

By addressing the critical issues of our time from a multitude of approaches that matched with the three pillars above, Permaculture is a crucial component of the solution to the global predicament.

Society

Inspires Eco

Social/eco: e addresses capitalizes o fulfils nic

A Global Movement: A network of interconnections without borders Fosters Ecological Literacy : Empowerment through pattern recognition of surroundings A Dynamic world: Responsive development to work with Nature to fulfil human needs

Strengthens Local E local develops bio – which supp

Honours Diversity: Culture that embraces differences and reinforces cooperation over competition

A proactive Approach to Sustainability: Directing creative energy and regenerative actions for a better future Strengthens Everything Local: Inclusive techniques for community self reliance and ecosystem repair Revitalizes Soil Life: Cycles Carbon to build complexity and diversity in the soil food web

A Better To By addressi issues of our multitude of a Permacultur a framewor sustainable d

Develops B Enhanced Ecos abundance

Earth Shapin to build natura regenerative

Enviro

o – Innovation entrepreneurship s needs and on wastes and che markets

Stabile and Resilient Investment: Consistent yields relying on diversity of crops and build up of natural capitol

Economies: Purchasing – regional enterprises ports reskilling

Tomorrow ing the key time from a approaches re provides rk for truly development

Economy

A High Return Potential: Premiums for products that are local or organic and minimum inputs Poverty Alleviation: Meeting basic needs on a personal and community level Multiple Income Streams: Promotion of a layered approach to financial security

Mitigates Climate Change: Reduces strain on infrastructure and budgets from extreme climatic conditions

Green Economy: Job creation from focused ecosystem repair and lower carbon resource development Biodiversity systems yielding Fulfils Full Hydrological and stability Cycle: Recharges ng: Sculpting groundwater and creates al capitol with zones of oasis e earthworks

onment

22

The knowledge of Permaculture would allow our poorest communities to thrive and change their lives for the better. For example, instead of using expensive building materials in rural areas, people were taught how to use natural building to construct a stable and beautiful home, just using what’s in their vicinity. Natural buildings are not just better for the environment and its occupant’s health; they reduce the impact on the environment by conserving water and energy, and by minimizing disturbances to the local surroundings. More importantly but less likely to be recognized, natural buildings positively influence human health, well-being and productivity.

Why should activities?

Permaculture be integrated into educational

We should have stressed stronger the urgency of the paradigm shift that our world desperately needs. Unfortunately, there is a gap between the current need of the earth and our transformative action. Sustainable actions are called for at all levels from individually to collectively, from policy to education. In this guidebook, we want to promote the education of sustainability for young people through the understanding of Permaculture. As a multi-disciplinary approach, Permaculture is a great framework that embraces the interconnectedness of different facets of life and can be adopted in various fields beyond agriculture. Permaculture design process not only provides a holistic view but also gives room for creativity and customization, fits perfectly to the spirit of the youth. Understanding the design principles and taking on the inspiration from Permaculture, there is unlimited space for exploration and adaptation. This greatly supports sustainable education, which sometimes can be quite structured and stiff. Figure 3 exhibits an example of how the zoning principle of Permaculture can be adapted to other fields. As a result, Permaculture design can be applied to both teaching methodology and educational content.

23

5 4

use Spo

Child r en /P

en rd Ga

y

urs/Com m un it

Farmers’ Mark et

s/ C SA

us

o ighb

n

rde

oc lf

Ne

re g io na

Food su p ply

C h a i n supe rm a r ke ts Independent Groce r i e s wit ha

u

Commune

Plane

Car

hare Ca r s ort/ nsp

Bicycle

Walking

tra

ts en ar

1

Pu b

2

s tive

lic

gu

ela /R s e

Yo

s

3

Rela tio ns hip Peop le in freq ue ntl Acquai ye nt a n nc ces /C ou oll n ea Close friend g /Cl ue ose co lle a

ed

rg a

r te

Figure 5: Zoning for personal lifestyle following Permaculture design – built by Bart Anderson (Hemenway, 2015)

24

APPLICATION OF PERMACULTURE AROUND THE WORLD Permaculture can be applied on different scales and in different contexts. This guidebook will introduce some examples on different scales as an inspiration for readers. (Millison, 2016)

Urban Permaculture There are various examples of Permaculture systems on the urban scale throughout the world. On balconies, rooftops, small yards and empty lots, we find intensively cultivated and highly productive systems. Permaculture designs in urban areas are packed tightly, making the most use of limited space through complex design such as relationships between rainwater and wastewater flow, food production, composting, sunlight, pollinator habitat, social areas, and the urban waste stream which can provide free and inexpensive materials for building structures and soil.

HOME GARDEN

Figure 6: An urban Permaculture garden in Melbourne, Australia @Deep Green Permaculture, 2009

25

COMMUNITY GARDEN – ROOFTOP PERMACULTURE AT GARDEN VILLAGE Garden Village is a 77-unit student-orientated apartment building located in Berkeley, California completed in August of 2016. In this complex, 18 distinct building volumes are spread out in a garden and linked by exterior walkways in a design that seamlessly integrates into the surrounding fabric of the community. Plants grown on the rooftop have to endure unique conditions, but abiotic factors such as sun and wind exposure can be mitigated in multiple ways. Native hedgerows along the perimeter of the planting beds not only provide shelter from damage caused by wind but also offer excellent habitat space for local pollinators. The rooftop garden has many different microclimates that can meet the needs of a wide variety of crops. The 18 different crops, including sage, arugula, various lettuces, and baby beets, are planted and continuously harvested over extended periods (Roth, 2018).

Figure 7: Rooftop garden in Garden Village @Top Leaf Farms

26

UNIVERSITY PERMACULTURE - UMASS PERMACULTURE As on-campus gardens, UMass Permaculture serve as a hands-on, experiential teaching tool for students to learn about local, healthy food systems. They provide empowering hands-on education and leadership training, community engagement, and fresh, local, organic produce to the UMass campus. Founded in 2010, the initiative builds and maintains highly productive, highly educational edible gardens right on campus. The gardens are designed using Permaculture principles and are installed by students, staff, and volunteers. UMass Permaculture serves as an international model, which has inspired Permaculture projects at campuses across the world.

Link: https://www.localumass.com/Permaculture.html

Figure 8: Students harvest vegetables in an UMass Permaculture garden @UMass, 2019

Sub-urban Permaculture When we look throughout the world, we find abundant examples of suburbs that are

filled with

productive Permaculture systems. The lower density of suburbs means that there is a lot of space for more expansive gardens, animals, tree crops, and land-based livelihoods.

27

‘The Plummery’ is a 1/14th acre (280m2) urban Permaculture system in Melbourne, Australia. In 2018, the garden produced 428kg of herbs, veggies, fruit and eggs with about 4 hours management each week. The site features a vegetable and herb garden, food forest, deep litter quail aviary, light earth studio, and an old weatherboard house with a slow-combustion wood stove, compost toilet, pantry and many other retrofits for comfort and sustainability (Lavers, 2019).

More information: https://www.katlavers.com/the-plummery/

Figure 9: The Plummery urban Permaculture farm @ Kat Lavers, 2018

Permaculture in Public Spaces In urban areas, we find very rich examples of Permaculture systems which take advantage of the diversity of the ‘human ecosystem’ found there. Gathering places, public parks, and community food forests all contribute to the sustainability and resilience of a community. It is not just food, water and habitat that can make a place resilient; it is the social connection between people that make a secure and robust community where people know each other and help each other out. Permaculture in public spaces is often centered around places where people can gather and meet each other, so they have more of an opportunity to make those connections (Millison, 2016).).

28

BEACON FOOD FOREST The Beacon Food Forest started in 2009 as a final design project for a Permaculture design course.

The site chosen is a 7-acre area which is currently all grass, on the western terraced slopes of what was thought to be Jefferson Park but is owned by Seattle Public Utilities. The design was then presented to the community of Beacon Hill, Seattle Department of Parks and Recreation and Seattle Public Utilities to see if there was support for such a project. Support was granted in the form of a SAS grant from the Seattle Department of Neighborhoods for $22,000 in December of 2010 to hire a design consultant and create a schematic design for a food forest.

The goal of the Beacon Food Forest is to design, plant and grow an edible urban forest garden that inspires the community to gather together, grow their own food and rehabilitate their local ecosystem.

Figure 10: Community gardening in Beacon Hill @Beacon Food Forest, 2019

Link: www.beaconfoodforest.org

Farm Permaculture farms are diverse agricultural systems that are designed with a range of different enterprises that work together to make profitable businesses and healthy landscapes. The layout of a Permaculture farm is influenced by the shape of the land, to maximize production and minimize effort while building soil, benefiting the water cycle, and providing long-term resilience and abundance

29

to the farmers. Permaculture farms look different from conventional farms because they work with natural patterns and integrate animals, crops, trees, water storage, renewable energy, and people in a harmonious and productive way. There are many overlaps between educational centers and farms, homesteads or retreat centers. Permaculture demonstration sites are places with a focus on bringing people into touch with the systems, learn, and be inspired. Demonstration sites are often some of the richest and diverse ones because they are designed for interaction and education of the public. Many sites offer full Permaculture Design Courses (PDC), which we encourage you to take if you want to get deeper into this inspiring area. (Millison, 2016) An example of this multi-functioned farm is Zaytuna Farm.

Zaytuna Farm is a highly active Permaculture demonstration site. It is at the forefront of Permaculture Design, displaying

many Permaculture principles and producing

an abundance of food

and different yields from within its living environment. Zaytuna is a family friendly farm, situated on a sixty-six acre (27 hectares) property that fronts Terania Creek opposite the village of The Channon, Northern New South Wales, Australia. The property contains 800m of creek frontage, numerous swimming holes and abundant wildlife. The landscape is diverse, covering high frost-free hilltops, ridges and valleys containing both cleared paddock and forested areas. The farm is under continuous development and with ever changing and evolving on ground research in practice; work is consistently in progress to develop more efficient and productive systems. Zaytuna Farm is a hub for Permaculture design courses in Australia.

Figure 11: Learning by doing in Zaytuna farm @Zaytuna Farm

Link: https://zaytunafarm.com

30

Eco-village The loose term for a Permaculture-based village or community is ‘ecovillage’, which is short for the ecological village. There are many inspiring examples

of how Permaculture design is

applied to create intentional communities all over the world, as well as transforming existing villages into traditional cultures and contemporary settlements. Ecovillage design is a vibrant field, where the elements of food, water, energy, materials, ecology, housing, and forestry are woven in with community political structures, economics, urban planning, and all the challenges and opportunities of sharing resources. (Millison, 2016)

CRYSTAL WATERS PERMACULTURE ECOVILLAGE Recipient of a United Nations Habitat Award in 1996 for its “pioneering work in demonstrating new ways of low impact, sustainable living”, Crystal Waters is known worldwide for its Permaculture setting

and educational courses. A socially and environmentally responsible, economically viable

rural subdivision north of Brisbane (Australia), Crystal Waters was designed by Max Lindegger, Robert Tap, Barry Goodman and Geoff Young, and established in 1987.

At the moment, Crystal Waters Ecovillage has become a community of 250 people of all ages, with a multitude of businesses and food producing gardens in private lots and common land.

Figure 12: An eco-house in Crystal Waters Ecovillage @Crystal Waters, 2019

Link: https://crystalwaters.org.au/

31

Enterprise Some large commercial and industrial-scale producers have seen the value of Permaculture systems and investing in large scale projects that are benefitting the whole regional economies, ecology, hydrology, and food security. Some corporations have invested in these projects. The industrial application of Permaculture design to existing supply chains, which turns consumer dollars into agents of land regeneration, like Lush Cosmetics is doing; is potential and growing.

LUSH COSMETICS Lush is a cosmetics retailer headquartered in Poole, Dorset; United Kingdom founded in 1995. They use only vegetarian or vegan recipes in their products. With the ethics and practice of Permaculture at its core, The Sustainable Lush Fund (SLush) has supported the establishment of organic alternatives for farming networks, developed Permaculture demonstration sites and training centres, and set up income generating projects from scratch.

Figure 13: The message about Permaculture appears on Lush @Cosmetics’ website

Link: https://uk.lush.com/tag/Permaculture

32

In Vietnam Although Permaculture is rather young in Vietnam, there are several projects, organizations and farms that have been applying its framework.

HEPA – HA TINH PROVINCE HEPA was established in 2002 under the Decision No.1230/QĐUB with a 50-year land use rights Certificate to protect the natural forest, undertake reforestation of disturbed areas, and provide a facility for indigenous ethnic minority students in the Mekong Region to practice, learn and research sustainable ecological farming harmonizing between humans and nature. At the moment, much of reforestation work has been done and student practice farms are being converted into self-sustaining fully productive ecological farms. The philosophy in HEPA is “Nurturing Nature”, which reflects the deep gratitude to nature through agricultural system design and land use planning based on fundamental characteristics of Nature.

Figure 14: The peaceful view in HEPA @ HEPA

Link: https://www.facebook.com/hepaecofarm/ hoặc http://ecofarmingschool.org/

DOC MO FARM – DONG NAI PROVINCE Doc Mo Farm practices Permaculture with both animal farm and gardening. They aim to restore ecological balance step by step with animal and plant diversity. With the total area of 10 ha, Doc Mo Farm wants to transform into a model farm in the “Farm to Forest” movement, at the same time provide the best farm products and create an environment where human lives honestly and in harmony with nature.

33

Figure 15: The greenery view from the farm’s gate @Doc Mo Farm, 2017

Link: https://www.facebook.com/docmofarm/

AN NHIEN FARM – HOI AN – QUANG NAM PROVINCE Since 2015, An Nhien farm has operated as a learning, living, and working community of sustainable development practitioners who pioneer to study and to practice a systematic approach to solutions. Their vision is to restore and to enrich the local natural habitats on which Nature and Human communities depend. The key themes at the farm include: • natural river banking restoration to tackle soil erosion, • ecological succession of soil regeneration and holistic perspective of plant function and usage, • preservation of natural resources and local indigenous culture of living, • responsible and harmonious communal living, • sustainable skills education with children and youth.

Figure 16: The bamboo forest in An Nhien Farm @An Nhien, 2019

Link: https://www.facebook.com/annhienfarm.hoian/

In addition, Permaculture design is increasingly adapted to large scale planning, disaster relief and even international development projects around the world. The application is endless for those who are willing to work on it.

@ Active Remedy

PART

02 Methodology of integration into education

36

This guidebook not only focuses on providing information about Permaculture but also pays attention to the procedure and tools to design training, activities, models and organization skills which will help to shift awareness and encourage actions of young people on the topic.

However, behavior change and vision transformation do not happen overnight. It requires the investment in hard work, consistence and appropriate methodology. For an individual and a community to take sustainable actions, they need to have a basic understanding, know how to act and at the same time have a strong motivation and desire to take part. We can equip young people with this via education, pieces of training or directly integrating information into other activities in a strategic way.

FORMS OF INTEGRATION Although Permaculture is increasingly getting attention around the world thanks to its diverse application and whole-system design, it is rather new in Vietnam, especially among young urban citizens. Therefore, the integration of this topic into programs and activities for young people both in and out of formal education has a significant importance in the education of sustainable consumption and ecological lifestyle. Following are suggestions on some forms of integration that teachers, trainers and planners can use to bring the topic Introduction to Permaculture to young people practically and engagingly.

37

INTEGRATION INTO TEACHING PLAN, EXERCISES AND RESEARCH As demonstrated in the Permaculture flower, topic Introduction to Permaculture can be approached from different angles and correlates with many fields from the economy, society, and production to technology, tourism, and health. Therefore, the integration of this content into teaching courses is very potential.

Professors, teachers, and trainers can use this topic from different perspectives and on different scales, taking Permaculture design as examples or give supporting information to the lecture depending on the specific lessons. For instance a Permaculture design approach for architecture or product design, research on the impact of a Permaculture approach to the society in a social science class, estimation of the possibility of high yield comparison between Permaculture and conventional farming in either agriculture or financing class, research on the appropriate technology implementation in Permaculture.

Besides, in order to let students actively engage in this topic, teachers can assign exercises or orientation to research more about the topic such as assignment to design a Permaculture rooftop for the university, or assignment integrate Permaculture design into city planning.

In many cases, personal scientific research for students can be used to integrate topics related to “Introduction to Permaculture”.

For example: scientific research on “impact of Permaculture on biodiversity in the sub-urban area” or “economic efficiency comparison between Permaculture and conventional farming”…

INTEGRATION INTO TRAINING ACTIVITIES Extra-curricular

training is an effective way to help students dig

deeper into a particular topic. Depending on specific conditions in terms of human resources, time, venue and finance, these training

can be organized accordingly. For example, in the

contraint of time and resource, trainers can arrange a short sharing in about 2-3 hours on the topic “What is Permaculture?” inside

38

the university. With the same topic, you can hold a talk show inviting a permaculturist to share with students in about 2 hours, or organize a game embedded information about Permaculture.

One characteristic of this method is that the number of participants should be limited because a big group of participants can negatively affect the quality of the class. Depending on the specific technique being used, each training should have around 30-40 participants. The more interactive activities there are, the fewer people should be involved. With a talk show or a movie show, the number of participants can be more significant.

Besides, since this is a highly practical topic, you need to pay attention to experiential activities. Do not only introduce students to knowledge but also let them be in touch with the tree, soil, water, air, and other elements of nature.

In the next section, we will introduce in details some suitable methods to use in training courses on “Introduction to Permaculture�.

INTEGRATION INTO FIELD TRIPS This is a highly practical activity which usually attracts the participation of many students. A field trip usually lasts for at least half a day (excluding transportation time) and can be limited in the number of participants due to the specific location of the trip.

However, since there are not many Permaculture farms established in Vietnam, yet if the distance to the field-trip location is far, a several-day field-trip would be more effective. A field trip requires more investment in preparation and organization. Depending on the local conditions as well as available resources, trainers/ organizers can choose from a diverse range of locations related to the topic such as a Permaculture farm, an urban Permaculture initiative or an organization that promotes Permaculture.

Give students many chances to practice what they have learnt in these field trips. For example, let them learn to save resources by making compost from kitchen scraps, planting or harvesting and making some products from fruits like jam or dried fruits. At

39

the same time, make sure that students have a chance to go through and understand the whole-system design of the location.

INTEGRATION INTO EVENTS This is a familiar form of integrating a topic for students in university since they usually have extra-curricular events during all school year. These events can be varied from competitions, exhibitions, fair, performances or a combination of different forms.

Events usually have a significant communication impact and can reach a much bigger audience than training courses or field trips. Another interesting point of integrating into activities is that students can participate in the planning and organizing process along with teachers. It will help them to level up in personal skills and have a better chance to research on the theme or main topic of the event.

Some examples about events are a writing contest on “Permaculture and the world crisis” and photo exhibition about “Permaculture system around me”.

40

41

@Gaia Ashram

42

TRAINING METHODS Experiential learning cycle One highly recommended method that can increase the efficiency of training and integration is the experiential learning cycle, or it can be called “lessons translate into actions”. David Kolb, an American theory educationist, proposed four steps of the experiential learning model as followed: How can we design training based on this learning model?

First and foremost, the role of

ANALYZING

SUMARY

APPLICATION

EXPERIENCES

trainer/teacher or facilitator

(hereafter, we will use the word “trainer” for short) is to assist participants in learning and applying the lesson correctly.

Therefore, before designing an integrated lesson plan, trainer needs to clarify what the core focus of the training is.

Trainer can follow this step-by-step guide: Step 1: Analyze participants Where are they? What is their attitude towards this topic? Are they eager to learn? How much do they know about the topic? How much have they practiced or applied?

What do they need to learn and how do they want to learn?

Step 2: Identify learning objectives The learning objectives need to be very clear so that you can design the content quickly and appropriately. For example, what should learners receive after 45 minutes or after 90 minutes?

In order to identify the objectives, you need to answer two questions: what are the objectives? (skill or knowledge, or both?) at which level?

For example, the objective can be that students will understand the concept or they understand and can repeat or they understand and can explain from their points of view?

Step 3: Design experiential activities Experiential exercise is one of the most critical indicators defining the success of your lesson. Learners will conclude the lesson points for themselves after going through each experience designed by trainers. Therefore, the experiential exercise needs to be closely related to the topic for learners to

43

be able to analyze. Experiential activities can include: listen, watch, smell, taste, hands-on, feel or deep thinking. However, note that these activities should create emotions, excite learners and make them think deeply.

Step 4: Design analyzing activities and summarize the lesson At this step, the trainer will ask questions about the activity for learners to recognize their own experience, come up with deduces and lessons.

Step 5: Design application activity Application activity is the part where trainer can suggest how learners can relate from lesson to reality. The application activity has different levels: relate to real life, apply to act, and use to go deeper into the lesson.

To help you get a clearer understanding of “Experiential learning cycle�, we would like to provide a detailed example.

44

Sample lesson design Design a lesson plan for 60 minutes on the topic “Permaculture Design Principle” for students.

STEP 1: ANALYZE PARTICIPANTS Our participants are young, enthusiastic, 18-22-year-old students who are studying in Hanoi. We observe that students are eager to learn but lack knowledge and experience about the topic.

Hence, we identify what students should learn is basic information with concrete examples or demonstration. The lesson should be designed to be cheerful, interactive with individuals, group activities and real experience.

STEP 2: IDENTIFY LEARNING OBJECTIVES What do you want to achieve after a 60-minute lesson?

You can start from a general objective, such as: • Students understand the importance and uniqueness of Permaculture • Students understand the underlying theory of some principles in Permaculture design • Students have fun while learning Considering that you only have a maximum of 60 minutes, you should specify the objectives above to have a clearer picture of the expected result of the lesson.

• Students understand why they should learn about the concept of Permaculture, what is its use, what makes it different from other practices?

• Students have a clearer idea of why the principles were formed and can relate it to their lives • Students have a positive experience and are motivated to learn more about the topic.

STEP 3: DESIGN EXPERIENTIAL ACTIVITIES The main message of this lesson is “Permaculture Design Principle”, hence experiential activities will aim to explain and help students fully understand these principles, at the same time help students see the link between the lesson and their lives. The experiential activity can be playing games, listening to music, watching short documentaries.

45

STEP 4: HOW TO CONCLUDE AND SUMMARIZE THE LESSON After the experiential activity, we can ask students some questions to reflect on what they learn: • What have you seen? Which part gives you a big impression? (collect their observations after the activity or after watching the movie clip) • How do you feel? (Check their feeling and attitude towards the topic) • Why do you think that is? Did you learn something new today?

• What can you do next? (Let students think of actions they can do, prepare for the next step – Step 5).

STEP 5: DESIGN AN ACTION PLAN There are at least two possible ways for trainers/teachers to develop an action plan from this topic: • Develop a personal action plan: participants can think of actions they can do to explore more about Permaculture (books, websites, documentaries, visit farms, contact a Permaculture practitioner…) or even try Permaculture design as a part of their life – this action plan can include necessary steps and resources.

• Conduct a group project: design a Permaculture garden for the university.

46

Best practice analysis Relevant examples are usually provided as story-telling, best practices or case studies. This tool is being used widely nowadays for the objective of inspiration. Sometimes knowledge about sustainability might be seen as “theoretical”, “too idealistic”, or even “dreamy”. Therefore, showing true stories with real people doing real actions will help make the sustainable picture clearer and more realistic, especially in a highly practical topic as Permaculture. The closer the case is to participants’ life context, the more persuasive it would be. When you introduce Permaculture, try to find an example that is as close to participants’ background as possible ( in terms of geography

and context,

for example). Take some time to draw a clear connection between the case and the participants.

In case you can not find best practices around that fits your expectation, you can find models in another city, region or country. In that case, pay attention to the difference in geographical, climate and social condition that might affect the application of that model in your city.

Main values of best practices: • To be examples (to understand complex issues); • To create emotions (participants will interact with real people in real life with authentic experience); • To be proofs (of what has been done or is being done) Using this method, trainers can fulfil many objectives, such as: • Draw the attention of participants (ask questions: have you imagine that…?); • Check participants’ knowledge (ask questions: do you know that…?); • Provide proofs for their argument • Help participants to connect theory and practice; • Develop critical thinking (what would you do in this situation?) and understanding about complex relationships among economy, social and environment in one country; • Raise awareness and encourage actions of participants (what can we do to achieve this?)

Some notes when using this method: • Case-study needs to be well prepared and checked for its credibility and update (is it still working? is it available?)

• Avoid using controversial cases with too many opposite opinions and do not have a credible source to check.

• Even if the lesson duration is limited, you should provide enough information for participants to connect from the best practices to themselves and their living conditions. Providing more references for participants to research deeper on their own afterwards is highly recommended.

47

To assist the best practices or case studies, trainers can collect more documents such as scientific researches, journal articles about Permaculture, video clips or documentaries, sharing of failure or successful stories from practitioners, information about the positive impact of the model.

For a list of best practices, please refer to section Permaculture application around the world.

System design activity The most important and also most outstanding part of Permaculture is its design process, which is guided by its ethics and principles. Demonstrating how Permaculture design works and letting participants experience it is the best way for them to understand this framework.

Aims of the activity: • Participants finish a simple design following given requirements, using Permaculture principles • Participants understand the design process of Permaculture and realize that Permaculture is not a “one size fits all” framework, but it largely depends on the specific context while being guided by the ethics, principles and zoning system.

Length of activity: Depends on how briefly or intensely you want the experience to be, the duration can vary from half a day to a few days (to allow time for participants to observe real life situation, discuss and work on the design).

Requirements: Participants already learnt the definition, ethics and principles of Permaculture before this activity. If not, it is essential to spend at least 1 to 3 hours on these points.

Content of the activity: Participants will be divided into groups (preferably 2-4 participants/group).

Each group needs to create a design to a given assignment, using the principles, ethics and zoning of Permaculture. The task could be tailored for

different fields, for example: design a garden

(agriculture/gardening), design an education center, design activities for a community, design shortterm strategies or action plans for an organization. Even better, let participants work on an idea or initiative they have been holding. At the end of the activity, each group will show and explain their design to others, at the same time, clarify how they integrate Permaculture design into their working process. If there is time left at the end and resources permit, trainers can provide some samples of

48

design that has been done under the same/or similar assignments. Participants can note down the difference and their lesson learnt from this sample (if any).

Preparations: • Assignment kits (numbers of equipment depend on quantities of the group) including an assignment topic and a design sample (if any) • Stationery (especially if the activity includes actual drawing design or any form of art/visual aids) • Projector and screen if needed.

Notes: • Encourage discussion, even within different groups • Encourage creativity and the use of visual aids or props • This activity goes very well with an energizer/ice breaker that uses the songs of Permaculture principles (see Further literature in Part 3) • Sometimes it is not apparent to link Permaculture principles to a field that is not agriculture.

Therefore an example/demonstration, in the beginning, might be a good idea.

PART

03 Recommendations for training programs

50

In this part, we will introduce some action plans to apply the topic “Introduction to Permaculture” to educational activities using the methods above. Trainers and teachers can change the plan according to their participants and conditions.

IN-CLASS LECTURE Introductory class – What is permaculture?

This is a lesson plan that can be used in the class to introduce to participants about the concept and best practices of Permaculture.

Objectives • Participants understand the basic definition, ethics, principles and zoning of Permaculture • Participants have a basic knowledge of some models/examples of Permaculture • Participants are interested in, and feel motivated to know more about Permaculture Methodology • Lesson plan with visual aids and experiential activity Duration • 90 minutes Agenda NO

CONTENT

DURATION

DETAILS

PREPARATION • Crayons/ colored

Game: elements of nature 1

Warm up

5-10 minutes

chalks

How: drawing on papers or black • board

One-side

A4 papers / boards

- Short slides of the global crisis on climate change The context: 2

The world in crisis

• Projector

- Integrate with a quiz on the latest • Screen 20 minutes

statistics or a video clip - Discussion: what is your personal experience of this crisis? – Share in pairs.

used

• Videos/ quiz

51

NO

CONTENT

DURATION

DETAILS

PREPARATION

- Introduction on the basic definition of Permaculture and the ethics.

Provide some examples with photos or videos.

- Game: de-code the song – divide participants into groups. Each group 3

Permaculture as a solution

will receive 1 Permaculture song (see 45 minutes

part III.3). Their task is to explain the message of the song, either by presentation, drawing or acting.

- Challenge: (1) look for more examples of Permaculture

or (2)

create a model of permaculture zoning that reflect some factors in your life (see Figure 3) 4

Summary

10 minutes

- Summarize main points - Remind students of the challenge

• Stationary • Music and speakers • Slides

52

Experiential class This is a half-day design of part II.3 – System design activity. We design a half-day session on the assumption that participants already attended the introduction class about Permaculture.

Duration: 3 hours NO

CONTENT

DURATION

DETAILS

PREPARATION

Option 1: Sharing in pairs about your challenge at the end of the last 1

Warm up

15 minutest

session Option 2: Act to a random song Speaker and music of Permaculture (see part Further literature)

2

Group Assignment

10 minutes

- Form groups of 2-4 participants

Assignment kits

- Hand out stationeries

(topics, design

- Give the assignments and explain if samples, stationery) necessary

3

4

Group work

Presentation

60 minutes

60 minutes

Participants have time to work in groups on their task

- Stationary - Can include a 10 minutes break

15 minutes/group for both

Stationery and

presentation and questions.

projector

Provide the sample design (if any) Give participants 10 minutes to 5

Sum up

25 - 30

reflect on the assignments and the Slides or print-out of

minutes

sample design (can be individually sample design or in pairs) Summarize the activity

53

FIELD-TRIPS With the topic of Permaculture, trainers can choose from many options of field-trips. Ideally, the destination should be a site where Permaculture is being practiced. If it is not available, the destination can be a potential site, or an organization that works on Permaculture.

You can choose the location based on: (1) Objective of the field-trip (2) Available resources: time, human and budget (3) Distance and availability of the place.

Following is a field-trip plan to a permaculture farm for students in Ba Vi, Hanoi. We will provide 2 action plans for a half-day and a 2-day field trip. Please bear in mind that the travel time will significantly affect the schedule; we do not include travel time in these plans.

Half day trip Objective • Students understand what Permaculture is and the principles of a Permaculture farm • Students can practice planting and making some products commonly used in the farm such as compost, effective microorganism EM, insect rebellions, tea or jams • Students have practical experience with Permaculture farming NO

CONTENT

DURATION

DETAILS Introduction about the Farm.

1

Introduction

30 minutes

Tour around the farm to see the cultivation and production process - Distinguish different cultivation methods, i.e., organic,

2

Practical activity

2 hours

Vietgap, conventional, permaculture - Practice planting, making simple natural detergent, making compost or insect rebellion, tea or food products - Sharing - Questions and answers

3

Summary

30 minutes

- Make personal plans related to the trip, i.e., sharing information about Permaculture to others, learn more about it or practice at home.

54

Two-day trip Objective: • Students has a deep understanding of how life on a Permaculture farm is like • Students can practice planting and making some products commonly used in the farm such as compost, effective microorganism EM, insect rebellions, tea or jams • Students have practical experience with Permaculture farming • Students can practice and further understand the Permaculture design process NO

CONTENT

DURATION

DETAILS Day 1 – Morning

1

Introduction

30 minutes

Introduction about the Farm.

Tour around the farm to see the production process

- Distinguish different cultivation methods, i.e., organic, 2

Practical activity

Vietgap, conventional, permaculture.

2 hours

- Practice planting, making simple natural detergent, making compost or insect rebellion, tea or food products

Day 1 - Afternoon

3

4

The role of Permaculture

Practical activity

Sharing 1hour

/discussion about:

- The world in the climate crisis - How Permaculture can be a solution to the

- Hoán đổi hoạt động của ngày hôm trước 2 hours

- Học viên có thể được nấu bữa tối từ những nguyên liệu thu hoạch từ vườn Day 2 – Morning

5

crisis

Practical

30 – 60

activity

minutes

Students join the morning farming activity

55

NO

CONTENT

DURATION

DETAILS Similar to the system design activity above (III.1.2), however, the assignment can be the re-design

System 6

design

of this current farm

(especially if the farm does not have a Permaculture design 3-4 hours

activity

yet).

This activity should be accompanied or facilitated by a Permaculture practitioner.

Include lunch break

7

Summary

@Plummery

1 hour

Summary activities of 2 days and reflection.

Show gratitude to the farmers and the land.

56

FURTHER LITERATURE Website: • ● https://Permacultureglobal.org/ - provides a list of Permaculture projects worldwide.

• ● https://Permaculturenews.org - provides updated news and information about Permaculture movement in the world, run by a non-profit organization called the Permaculture Research Institute.

• ● https://www.localumass.com/Permaculture.html - provides stories, information and toolkits shared by the UMass Permaculture initiative.

• ● https://www.facebook.com/groups/Permaculturevietnam/ - group facebook where people who are practicing or interested in Permaculture in Vietnam can discuss, exchange and share information.

A free online course about the basic introduction of Permaculture design, composed by Permaculture trainer Andrew Millison and provided by Oregon State University (USA). https://open.oregonstate. edu/courses/Permaculture/ Documentaries about Permaculture: • Seeds of Permaculture - Tropical Permaculture (2014) Link: https://www.youtube.com/watch?v=2cr10nOm0xU • A Simpler Way: Crisis as Opportunity (2016) Link: https://www.youtube.com/watch?v=XUwLAvfBCzw Recommended books on Permaculture: • Permaculture I & II – Bill Mollison & David Holmgren • Permaculture - A Designers’ Manual - Bill Mollison • Permaculture Principles & Pathways Beyond Sustainability - David Holmgren • Permaculture: A Beginners Guide - Graham Burnett • Gaia’s Garden: A Guide to Home-scale Permaculture - Toby Hemenway • Earth User’s Guide to Permaculture - Rosemary Morrow • The Permaculture Garden - Graham Bell • Permaculture: A Beginners Guide - Graham Burnett • Earth Care Manual - Patrick Whitefield

57

• The Permaculture City: Regenerative Design for Urban, Suburban, and Town Resilience - Toby Hemenway Music: • “Permaculture – A Rhymers’ Manual”. It is an album with 12 songs about 12 Permaculture principles performed by Australian band “Formidable Vegetable”.

• Soundcloud: https://soundcloud.com/formidablevegetable/sets/permaculture-a-rhymers-manual • Youtube: https://www.youtube.com/watch?v=sqXhz9gX8To&list=OLAK5uy_l5vlmPUMmcmCXiaIWeM_podbodhykRZ5I

@ Jon Adams

Bec Hellouin Permaculture Farm @ Charles HervĂŠ Gruyer

PART

04 Reference

61

1. Bell, G. (1992). The Permaculture way - Practical steps to create a self-sustaining world.

London: Thorsons.

2. Gaiacraft. (2012). Gaiacraft - Permaculture workbook.

3. GFN. (2019, April 24). Humanity’s Ecological Footprint contracted between 20142016. Retrieved from Global Footprint Network: https://www.footprintnetwork. org/2019/04/24/humanitys-ecological-footprint-contracted-between-2014-and-2016/ 4. Grayson, R. (2007). A short and incomplete history of Permaculture. Pacific Edge.

Retrieved

from

https://pacific-edge.info/2007/07/a-short-and-incomplete-history-of-

Permaculture/ 5. Hemenway, T. (2015). The Permaculture City: Regenerative Design for Urban, Suburban, and Town Resilience. Vermont: Chelsea Green Publising.

6. Holmgren, D. (2002). Permaculture: Principles & Pathways Beyond Sustainability.

Permanent Publications.

7. Hopkins, R. (2018, November 8). Intergovernmental Panel on Climate Change (IPCC) take-away: Imagine. Take Action. Repeat. Retrieved from Transition Network: https:// transitionnetwork.org/news-and-blog/my-ipcc-take-away-imagine-take-action-repeat/ 8. IPCC. (2018, October 8). Summary for Policymakers of IPCC Special Report on Global Warming of 1.5°C approved by governments. Retrieved from the Intergovernmental Panel on Climate Change : https://www.ipcc.ch/2018/10/08/summary-for-policymakers-ofipcc-special-report-on-global-warming-of-1-5c-approved-by-governments/ 9. Lavers, K. (2019, May). The Plummery. Retrieved from Kat Lavers: https://www.katlavers. com/the-plummery/ 10. Millison, A. (2016). Introduction to Permaculture. Oregon State University.

11. Mollison, B. (1988). Permaculture - A designers’ manual. Tasmania: Tagari publications.

12. Permaculture, D. G. (2019, May). Zones and Sectors – Efficient Energy Planning. Retrieved from Deep Green Permaculture: https://deepgreenPermaculture.com/Permaculture/ Permaculture-design-principles/4-zones-and-sectors-efficient-energy-planning/ 13. Richard Telford & Oliver Holmgren. (2019, May). Permaculture Principles. Retrieved from Permaculture Principles: Permacultureprinciples.com 14. Roth, J. (2018). Farmer on the Roof. Retrieved from Center for Creative Land Recycling: https://www.cclr.org/2201_Dwight_rooftop_farm

@The Plummery, 2018

The Earth provides enough to satisfy every man’s need, not for every man’s greed - Mahatma Gandhi -