We are living in an unprecedented era of complex and entangled crises. Vertical and centralized approaches to solving only reproduce a simplistic and mechanical stance to the systemic challenges we will be facing. In face of a human existential risk a more decentralized, peer-to-peer and commons based approach to, politics, production and relation becomes a necessary condition.
Processes of self-organization, although ingrained in both our biology and construction, are ultimately learning processes. How to exist with others, how to listen and understand, how to join forces to get work done, how to collectively learn from the iterations and improve the overall process.
In order to build and sustain a systems-wide social learning and upskilling process we find in education a perfect sandbox. Education system and its conforming institutions are being put into question both from the outside (technological development, job market evolution, pedagogical advances…) as well as from the inside (institutional momentum, merit based competitive systems, corruption…). We see a trend in decentralization of the education process and an opportunity to leverage on that as a means for generating social knowledge and practices that might be repurposed in the future for political process transformation.
We are expecting to be delivering a portfolio of interventions, prototypes, speculative scenarios and proofs of concepts that might help us better understand the challenge and orientate the most impactful actions to be collectively put into practice along a mid to long term process. This research will serve as the foundation for a PhD to be developed during the next four years putting into dialog research practices, studio work and teaching practice.
The project is firstly targeted as a commons contributing practice. It aspires to contribute to the general good by creating open protocols, practices and tools that might increase our social resilience and capacity to respond and anticipate challenges and crises by means of direct action and prefigurative politics.
The project also aspires to embed a situated and embodied dimension of research. That’s why engaging with the local groups and communities of Barcelona is one of the main focal points.
In its educational dimension we have detected two main personas:
Young person (17-26). Starting to plot life and career plan. In doubt. Not sure about what steps to take. Didn’t find a passion yet. Maybe didn’t fit well in normative educational structures.
Older person (30-55). Willing to find connection and meaning. Good to have: actualize skills and knowledge. Looking for motivation and peer support to do a life change.