Category Archives: Miscellaneous

Ecoversities Yatra in South of India

Our group of 24 arrived at Nav Gurukul energized by a spontaneous half an hour of intense dancing in the bus. As we gathered in front of a green 4 story building, we were welcomed by a group of girls – students of Nav Gurukul – with heartwarming ritual. Each of us receiving a sweet and a bindi on our foreheads.

We walked up to the third floor into a small room with no furniture. There was only one projector and a laptop on the floor. Our group already filled the room so only one of the girls entered to make a presentation. She closed the door behind her and the room got dark and filled with cinema like anticipation. Without saying much, she played what seemed to be a video. In the video, the Nav Gurukul text would spin and leave a trace that would draw something. After the first sequence, the video unexpectedly stopped. Our presenter was confused. She played the video again and it stopped at the same point. She opened a code file that was generating the video, looked for something and made a change. She played the video again and it stopped at the same point. As she was going back and forth from the code to the video, we could feel the the tension building up. Each time she would play the video again, we would be “on our toes” , holding our breaths, like fans of a football team who’s favourite player is about to score. Our heroine did not give up and finally the video worked. We were thrilled, as the last sequence of the text “Welcome to Nav Gurukul” was completing its dance on the screen.

I left the room charmed by this little moment. The whole group floated to a nearby temple where all of us and all of the students could gather in the shade. Each of us introduced themselves by saying the name, where we come from, a thing we like to eat and one thing we are grateful for. The twenty four of us were visiting from places like Jordan, Canada, Uganda, Germany, California, Mexico, Thailand, Romania, Cuba and of course India and the girls came to the school from all over India. Most of the girls were grateful to a parent or a sibling and to NavGurukul.

After the introductions, our hosts sang a song for us and we spontaneously reciprocated by singing our own song. We were bad at it but it created even more cheerfulness and familiarity. Next we did a little game that resulted in teams of 4 hosts and 2 guests that would go around for two hours to explore and find out more about NavGurukul.

Our group went for a walk to a nearby lake, eate local fruits from the trees, took lots of selfies and learned about this one of a kind school in the outskirts of Bangalore. Basically, NavGurukul is a one-year residential program where girls from modest or disadvantaged backgrounds learn to code up to the point where they can get a job or become freelancers. There is also a campus for boys. There are no teachers. They have an online platform with weekly practical projects and some tutorials. What they call “classes” are time slots for working on the projects. If you don’t know something, you google search, you watch tutorials or you ask your peers. You can also ask the two founders who are software engineers and play also the role of mentors. The girls go to buy the vegetables from the market and they cook their own food and generally self-organize everything. They elect a treasurer to take care of the budget or a hygiene coordinator to organize cooking and cleaning. The girls are generally around 17 years old and there is only one other adult living with them who’s role is that of a facilitator. She is 22.

As we were going around the lake, we also learned that they will move from that building soon. There are boys in the village nearby that keep bothering and harassing the girls. To answer this situation, they organized “fearless walks” in the village, contacted the police and more but eventually, they collectively decided that they should move. They also decided that although they are leaving, they want to stage a play in the center of the village to raise awareness about the lack of safety for girls.

Before we joined the closing session, I asked two of the veterans of the school who were around for the past nine months for an interview. Here is NavGurukul in their own words.

The final session was filled with cheerfulness, appreciation, dance and selfies. Many of us shared our feedback. We were deeply impressed and humbled. Both us and the girls were touched by the brief experience we shared. I hopped on the bus with a big smile, saying to myself that if nothing else touches me on this 8 day yatra, this is enough to make the whole trip worth it. You can hear in a recorded debriefing that four of us had on the bus, some of our thoughts and feelings about the project

Why did this visit to Nav Gurukul touched me so much? The Yatra could not have come at a better moment for me. After co-founding The Alternative University in Bucharest and being part of its core team for 8 years, in 2015 I started a learning journey to visit projects around the world that aim to reimagine higher education. I traveled non-stop for 22 months, visited more than 100 projects in 19 countries and then I went back to Bucharest to write “the book”. A year and a half passed before I could find the place, the energy and the resources to write. By that time, the spirit and the inspiration of my 22 months journey was a fading memory. I expected that the yatra would bring back the spirit and inspiration for the book. The book is going to be about the possibility of a worldwide university self-governed by its own students. From the many projects I visited around the world, Nav Gurukul is one of the gems in terms of students self directed learning, peer learning and self-organization.  

The visit to NavGurukul happened in day 3/8 of our alternative education pilgrimage from Bangalore to Auroville. The yatra followed the global gathering of Ecoversities Alliance, a friendship of radical alternative universities from around the world. Most of the group was formed by participants to the global Ecoverstities gathering and the places we visited were either part of the alliance, or friends or close to its spirit. 

The journey was organized by the Travelers University, an emerging project of the Indian Ecoversities (the actual name is Indian Multiversities Alliance). The smiling faces of Travelers University for us were the two co-founders, Rahul Karanpuriya and Harsh Mittel, two hardcore learners and travelers and former khojis of Swaraj University. From picking the places to visit and organizing the travel and accomodation to facilitating our reflection, I couldn’t have hoped for better guiding for our large and diverse group of 24. Here are some more pictures and quick notes from the projects we visited in this intense and beautiful journey:

Bhoomi College’s core consists of two fellowship programs: one in sustainable living and the other in holistic education. In their own words: “Bhoomi College is committed to joining the younger generation to co-create meaningful and empowering learning environments to address challenges in both education and sustainable living. Bhoomi believes in supporting learning for different kinds of people – hands-on, interactive and collaborative, intellectually rigorous, project-based, self-initiated and more.” In our short visit at Bhoomi I was impressed by the architecture: simple, with natural materials, beautiful. It reminded my how much the character of a space can support its power to nurture transformative learning experiences. 

Srishti Institute of Art, Design, and Technology is a non-residential institution founded in 1996 with the objective of providing art and design education in an environment of creativity to maximize the individual’s potential. It is a formal institution in the sense that it is accredited, offers degrees and it has full time faculty but they seem to be stretching that framework to its limits in order to provide as much creative freedom for their students and faculty. It was an inspiration as an intersection of the formal framework of a university with a diverse collective of artists and designers and wannabe artists and designers who seem to share their intense passion for their craft. 

Project DEFY is an initiative to start “nooks” in rural communities. What is a nook? It a makerspace that is actually intended to disrupt education by creating a learning space with no teachers, where people self initiate their learning projects. The word is derived from the hindi word nukkad which is “that corner of the street where people gather in their free time“. DEFY means “Design Education for Yourself”. I was inspired by the freshness of their approach and their way of starting the spaces, not giving much instructions and not teaching and handing the spaces over fast to the communities that form around them.

Puvidham School is a rural school who’s name means “love of earth”. As they say “it is the culmination of a dream, of Umesh, a mechanical engineer and Meenakshi, an architect who went about to build a community of people whose passion in farming and education could be translated into local opportunities.” 

The school is a inspiring place where children play barefoot and seem happy and inspired. The one thing that was the most memorable for me is that children that live in the hostel cook their own breakfast and dinner. I captured a glimpse of it in this video:

Auroville, Pondicherry – Sadhana Forest “is a volunteer-based organization focused on reforestation and food security in arid areas. The vision of its founders, Yorit and Aviram Rozin, is to transform 70 acres of severely eroded, arid land on the outskirts of Auroville. In a spirit of human unity, their aim is to introduce a growing number of people to sustainable living, food security through ecological transformation, wasteland reclamation, and veganism.”  What stays with me is the feeling of living in the forest in all natural buildings, with little electricity from the solar panels and the conversation I had with a volunteer that came for two weeks and became passionate about the project and stayed for more than a year. 

Swadharma (Auroville, Pondicherry): The Swadharma program is a 5 week program that uses Auroville as its campus and playground. It defines itself as “a response to the call for an education for our times. It offers young seekers – age 18 to 28 – the opportunity to embark on a transformative learning adventure with the goal of self-discovery.” Some of its key words are deep listening, yoga, spirituality in daily life. Some of its features are daily journaling and sharing circle, knowledge sessions in the morning, time for micro-projects, weekly presentation of their learning journeys and a final presentation at the end. 

YouthLink (Auroville, Pondicherry): YouthLink is a space for young adults to explore themselves and discover their offering for the world. An opportunity to explore ‘community’ as a central theme for the evolution of humankind. An invite to older mentors to share their wisdom with the future generations.”

Anveshan (Auroville, Pondicherry): organizes yatras (=learning journey or pilgrimage) along the course of the Ganges river. It is a platform to “take youth out of books and into the real world” and have the opportunity to descover yourself and the outer world. It is an intense journey where people “either break-down or break-through”. The river is used as a methapor for one’s life. The participants are a balanced group of youth from Auroville, from the bioregion around Auroville and the wider world. The pedagogy is base in integral education as defined by The Mother, one of Auroville’s founders, Kolb’s experiential learning cycle and The Conscious Full Spectrum Response model designed by Dr. Monica Sharma. 

The last four projects all took shape in the context of Auroville that is one of the most interesting social experiements I came across. It is now a 50 years old project of building an ideal town that is today a community of 2700 permanent residents that come from all over the world. My attention was naturally drifted from the specifics of the learning projects we visited to Auroville itself with its achievements and contradictions. One memorable quote from one of the veterans of the project still resonates in my head “You can say what you want about Auroville, but the trees are there.”

Faced with a place that is so complex, different and controversial our group of 24 was becoming enlivened with debates and different perspectives. By the time of our last day in Auroville, our group felt familiar and our learning together shifted gears. This was to be also the last day of our yatra so Harsh invited the group to design a reflection and closing process. Our reflection process ended with a group “snapshot” of how we felt.

For me, this Yatra was the kick-off of an exciting idea: the Ecoversities Alliance playing the role of an “ecoversity” for the co-founders, organizers and facilitators of alternative universities. It is a powerful way to refresh your thinking, your practice or your motivation but also a way to weave a fabric of relationships around the world that will be the invisible structure for the global process of reimagining universities and humanity’s knowledge systems. It is the second group learning journey that I’m part of in the context of Ecoversities Alliance, after the one in Mexico, and it creates the feeling that I’m part of an organic co-learning process that build its rhythm and momentum.

How to find too many cool schools (SAW Challenge #1)

There must be more than 3 million schools in the world and many more educational programs, libraries, makerspaces, learning communities and other setups where learning is intentionally nurtured. We will refer to all of them as “schools”. So, if you are a learner that wants to design her own university, a learning designer, a teacher, a parent, a school principal or an entrepreneur … how do you find the schools that can be a source of inspiration and learning?

In the context of the Schools Around The World project, we have our first challenge: find too many cool schools. I’m dropping here some quick ideas for the starting the search and an invitation to help improve this.

Research online:

  • Use diigo in your research. It makes it easy (browser button) to save links, organize them in tags and share them.  Join the Schools Around the World group and/or use the #saw18 tag;
  • Use google, of course, but also …
  • Go through some articles about your specific topic and try to find examples of schools and search terms. Some nice places to start could be Edutopia or MindShift.
  • Look for books like Creative Schools: The Grassroots Revolution That’s Transforming Education and fish for examples; (for some books on Amazon you can see the Table of Contents and Index without buying; try looking there)
  • Go to Quora, Medium, Reddit and use their search options;


  • Write a short description of what kind of “schools” you would like to find; This is a divergent phase when you would like to go wide and receive unexpected recommendations, so give specific “tags” (like: #life-skills, #science-education, #life-long-learning, #self-directed-learning) and examples (like Summerhill School) but also leave room for people to come up with whatever they know; Here is what I wrote once;
  • Directly (email) ask the people who’s projects or vision around learning you admire;
  • Try asking on popular facebook groups related to the kind of learning you are interested in. Some options: RestartEdu, Learning How To Learn, World Schoolers, The Learning Revolution, alternativestoschool, Unschooling, freeyourkids;
  • Ask everybody you meet, it is a nice conversation starter and you never know who stumbled on a fascinating school online or in real life;

A few lists as an appetizer:

Please post your suggestion as a comment.

Three ways Mexico impacted me

I landed on Mexico City on 16th of May and flew out on 22nd of October, after 160 days. The original plan was to stay for two months. I spent most of my time in 6 (/31) mexican states: Chiapas, Estado de México, Puebla, Oaxaca, Guanajuato, Mexico City. I also briefly visited Zacatecas, Michoacán and Quintana Roo. I visited six alternative universities:

I wrote about three of them here. In this article, I will look at the overall experience and the ways in which I was impacted. After five months and thousands of km, I feel that I learned, I changed and I expanded in significant ways. I got to know Mexico through the interaction with hundreds of people that generously hosted me, shared their stories and their tortillas, invited me to parties, took me on hundreads of km roadtrips, gave me directions and answered my curious questions. To them, to the awesome mexicans I met, I’m grateful for the good times I had and for leaving Mexico a different person. Here are three ways in which this experience transformed and enriched me:

(1) In the footsteps of Freire and Illich
From the beginning of my journey, there were two powerful thinkers whose traces I wanted to follow: Ivan Illich – the maverick social critic of modern institutions and Paulo Freire the creator of the pedagogy of the oppressed. I wanted to see their ideas in practice. I was delighted to find both Freire’s ideas developed and actualized in Puebla at Universidad Campesina Indígena en Red, in the form of “pedagogia del sujeto” and Illich’s radical thinking taking a concrete form in Unitierra Oaxaca and Unitierra Chiapas.

These projects work in rural and indigenous communities and are similar in their aims but slightly differ in approach. Seeing them in their context greatly enriched my thinking. I was inspired to see my future work in a rural context, creating learning environments that help people oppressed or ignored by the system build their autonomy, reclaim the dignity of their lives and defend their lands and livelihood. More than that, I see these people being able to inspire everyone else that another world is possible. I switched my focus from “learning spaces” to “being spaces” that have learning as a core process. I see myself designing a nation or a village rather than a school. I had a glimpse through Unitierra at the potential of informality and destructuring learning structures like diplomas, curriculums, professions. Through UCI Red, I came to appreciate and live the “fecundity of the encounter” and to value the idea of meeting people where they are, offering, for example, diplomas if that is what they want. I got to understand the two approaches as being beautifully complementary. And I got to see education, or better said learning, as a deeply political act.

(2) Learning Architects as models of being
I’m always in search of role-models – people that by their way of being stimulate and inspire my own becoming. Mexico was generous with role-models. I will mention a few who’s living example will nurture my process of becoming a better learning architect:

To Victoria I’m grateful for being a joyful, curious and voracious learner, a generous learning partner and inspiring in me the joy of living and learning.

Learning about medicine plants from Don Lupe.

With Victoria, learning about medicine plants from Don Lupe

To Doris & Oscar I’m grateful for being an example of choosing a life of service and generosity, looking at people with infinite kindness and cultivating a humble force.

With Oscar and Doris, at UMA in Valle de Bravo

With Oscar and Doris, at UMA in Valle de Bravo

To Benjamin I’m grateful for being a genius in disguise, searching deep in philosophy, synthesizing and creating powerful ideas at the same time with being beautifully alive and humane, funny and hospitable.

After a long drive from Puebla - Zacatecas - Michoacan - Puebla

With Benjamin and Jorge, after a long drive from Puebla – Zacatecas – Michoacan – Puebla

To Gustavo I’m grateful for the strength and dedication in keeping alive and embodying a radical thinking model that the world needs and for the clarity of the worldview from which it springs.

With the Unitierra team, at a workshop for starting a community radio

With Gustavo and Unitierra team, at a workshop for starting a community radio.

(3) Zapata vive! 
The plutocratic condition of the world walks without the mask in Mexico and I stared at its ugly face. There are everyday things like the aberrant highway fees making it so that the rich and the poor even drive on different roads, not to mention going to different schools and living in different neighbourhoods. Beyond the everyday inequality, a climate of violence came through many stories I heard, especially a brutal repression against people resisting the system. Nine people were killed in teachers protests in Oaxaca this year and two years before 43 trainee teachers were disappeared in Ayotzinapa. “It was the state” said a huge message displayed by Roger Waters in his concert in Mexico City, reflecting what most of the people I talked with think about Ayotzinapa. These two examples illustrate a general climate of brutality in which some brave people find the strength to resist and fight back. They say “Zapata vive, la lucha sigue” in the face of this brutal and out of control system. At enormous risk, with few material resources, people organize and resist. Marching with the teachers against the neoliberal reforms, hearing about the takeover and self organization of the town of Cheran, the zapatista movement, the Oaxaca commune in 2006 was like drinking from the fountain of hope and courage. After 500 years the colonization continues and the resistance is there, teaching the world to resist and to hope.


I said goodbye Mexico with gratitude and nostalgia. There is so much more to discover and learn and there are so many noble fights to fight. I hope to be back soon. Thank you Mexico for this first round!

Three Rural Universities in Mexico

My learning journey got on steroids at the end of May. I met 22 learning architects in a three day Symposium at Universidad del Medio Ambiente. The next day after the Symposium, 11 of us started a 8 day road trip of 1300 km to visit three disruptive universities in the South of Mexico.


First stop was Universidad Campesina Indígena en Red. “We are a university that has no hierarchy, no rectors, no directors. Relationships are not built on people that have knowledge and those that have not. We don’t pay the teachers and we don’t charge the students, it is a collaborative experience.” – said Benjamin Berlanga, as we started our first meeting with the team. The team had been doing this work since 1982, when a rural development center (CESDER) was founded. Aside from UCI RED they have built 15 secondary schools and helped design many rural educational projects. In the meantime, many former students joined as team members.

The meeting revealed a deep pedagogical philosophy: After 30 years we realised that the disruptive is not in the learning or teaching but it is in the relationship.


Our group with Benjamin Berlanga, co-founder of UCI RED

The fundamental question for UCI RED pedagogy is “How is life going for us?(“Como nos va en la vida?”). It is not an innocent question. It brings along what they call an epistemic displacement: “Before asking what is life, we ask how is life right now, for us. We are included” They also say that “education is the gift of time, because we are time. Education is opening spaces of conversation. Conversation is to give the ear first and then to give your word.” Because of this approach, 35% of the students give up in the first months saying “to have a conversation I can go home, here I come so others tell me how it is”.  The ones that stay say: “This is a place where we can express ourselves” and “I have learned how to rename the old labels and to resignify living life”.  


Alejandra and Udi, exploring UCI RED

We visited the shop, their agroecology lab and seedbank, a water collection project, a greenhouse and the pottery center. UCI is very much involved in local development, that is no longer understood as the neoliberal foundations advertise it (focused on having running water for example) but more like living in harmony with nature, family and community. As a former student put it “UCI taught us how to be revolutionaries in our own day to day life“.


A special moment on the road from Puebla to Oaxaca.

After 350 km and a car radio show, we reached Oaxaca City. It is a rebellious place where ten years ago the city was occupied for seven months by Popular Assembly of the People of Oaxaca. After ten years, when we got there, the city central square was again occupied by a few thousands teachers protesting against so called “education reform”. It was expected that after the 5th of June elections, the government repression will start. Sadly, just two weeks after we left, at least nine people were killed by police in confrontations.


In Oaxaca, after nine people were killed by police

In this troubled environment, UniTierra is a university like no other. It was founded by Gustavo Esteva, around one core principle: learning by doing. Gustavo was a good friend and collaborator of the “maverick social critic” of western institutions, Ivan Illich. He told us: “We don’t have education, we are escaping education. Accepting education equals accepting the authority of an educator. The main product of education are dropouts; it is disqualifying 60% of the people. Only 8% in Mexican universities will be able to work in their field.” They also note the destructive effect education has on indigenous culture: “You can survive as an indigenous up until university but it is almost impossible to survive after going to university. Your indigenous soul is gone.” UniTierra also rejects the idea of diplomas together with the corresponding ideas of professions and experts hidden behind them, claiming exclusive rights to manage learning, or health or justice for everybody else.

An important step for Unitierra was to go to communities. We visited two villages where a UniTierra was developed by local people.

IMG_20160603_144230 (1)

In San Bartolo Coyotepec

What one could see was some a living museum of eco techniques but what the conversation revealed was a process of community learning. In San Bartolo Coyotepec, an entire community learned to stop burning trash, collect it separately in 16 types and sell it. The learning process was a mix of rules, citizen reporting, public displays, training for adults and children and empowering children to take responsibility.


At Unitierra Huitzo, on the water tank

In San Pablo Huitzo we saw the same process in an early stage where they had built the water cistern, the buildings and the dry toilets but they were just beginning to engage the community in a collective learning process. There are more UniTierras, for example, one in the neighbouring state of Chiapas or another further away in Canada, in a chocolate factory. Here is a wonderful movie made by my friends at Enlivened Learning about Unitierra:

Re-learning Hope: A Story of Unitierra from Multi-Sense Media on Vimeo.

We left Oaxaca City to go further into the Oaxaca state, in the mountains of Mixe region. Getting to Instituto Superior Intercultural Ayuuk (ISIA) was not that easy. We had to stop for the night somewhere in a village. At ISIA we got to see the place from three different perspectives: the team, the students and the leaders of the community.

Instituto Superior Intercultural Ayuuk

This was the occasion for me to witness the uphill battle that young people in the indigenous communities are fighting. It is a struggle for their identity and for their dreams. Trapped between the glossy advertised and hard to reach city life that is alienating for their deep rooted worldview of life in community and a life in their communities that is labeled backward and poor and is seen as futureless. The university is there to re-value the indigenous language and worldview, helping students in their fight for dignity, self respect and a good life. One evening I shared the table with a student that wanted to go back to his community and create radio station and another student that had plans to develop an educational project in her village. Hearing other students clearly articulating their situation, their options and their reflections in the assembly, I had the uplifting feeling that this small rural university is succeeding in one of the most difficult learning challenges a higher education institution can have.

Meeting Don Antonio and other leaders of the community hosting ISIA, we had an insight in how they see the university, after ten years. For example, they value students participation in community events or the partnership they have for writing the recent history of the community. They also expressed that the project still has to fulfill the initial expectation that graduates will energize the rebirth of their communities.

Meeting with Don Antonio and other leaders of the community

Meeting with Don Antonio and other leaders of the community

We left ISIA on 7th of June, for the last segment of the road spent together. A big part of the journey was on the road, telling stories, getting deep into some aspects of our projects, making plans and having fun. My fellow travelers were neverending fountains of inspiration and learning. The intellectual idea of comunalidad or the friendship that Ivan Illich and Gustavo Esteva are talking about took a powerful real life incarnation in the friendship we shared in this journey. 

One month later, I realise how much this journey enriched me.

I have a collection of important words and one of questions. Both are now richer. The words profession, expert, development and education drifted further towards a negative meaning. Comunalidad and fertility of relationship gained a place on the list. I internalized the question “How is life going for us?”. It seems such a fertile starting point and the spanish version – Como nos va en la vida? – has something poetic. I’ll keep with me two other questions: “What resonates in you?” and “What do you take in your heart?. Speaking about what do I take in my heart, I take the idea that powerful learning can mean “to rename the old labels and resignify living lifeand “make revolution in our day to day life”.

The journey opened my mind to new learning possibilities. First, I experimented the power of a collective learning journey. We had enough space to get past the first conversations, to let the comfortable silence set in end then for the beautiful random topics to emerge. Some of them were not random. Now I realise that my curiosity around vision quests and ceremonies was generously attended to in long conversations with Silvia, Genaro and Victoria. A door is now opened to an entire new world.   

My idea of the learning environments I would like to design also enlarged. The involvement of Unitierra in the political struggle in Oaxaca sparked the insight that people building revolutions (in the street) are generating a collective learning process. A learning environment would ideally engage with that real time collective learning, maybe even generate it. The idea of light (un)structures generating rich learning environments was another insight. Unitierra, with its light structure seems to have spread out organically around Oaxaca City, in the neighbouring state of Chipas but also to a chocolate factory in Canada. At UCI Red nobody gets paid and students are not charged. So now I hold this question: what is the minimal structure that can generate a rich and adaptive learning environment?. 

Finally, I had a strong confirmation for an intuition I have: the base for my work as a learning architect will be in a village. I’d like to nurture knowledge systems that have synthesis as core. I believe that the knowledge system of the monoculture makes us “specialists of nothing and fools of everything else”. This fragmented view of the world keeps us dependent on the unfriendly machine that we’ve built for ourselves. I have an incredible enthusiasm for a different system that nourishes the autonomy of people and their communities and I think that the village environment is better suited as a base for this.