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Understanding Permaculture Education and Ecological Economics

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“Nature is a totally efficient, self-regenerating system. IF we discover the laws that govern this system and live synergistically within them, sustainability will follow and humankind will be a success.” ~ R. Buckminster Fuller
Alan Enzo, PhD. is  an ecologist and economist.  He has spent most of his career working to clean up the Earth and improving the life of the average human being. Graduating  from Ohio State University, he has a Ph.D. in Management and an M.B.A., specializing in Ecological Economics.
Enzo is also a first-responder in Emergency Management –leading remediation projects such as oil spills, train wrecks, landfills, natural disasters, and ecological restoration projects. He is  also highly-trained in Permaculture Design, and help run the International Permaculture Education Center.
As a resident of Nashville, Enzo directs a network of global Permaculture teachers and consultants, while also raising funds and promoting on-the-ground projects related to ecological restoration and ecological design.

What led you to this place in your life?

I have always been passionate about cleaning up the Earth and serving others, but working in Emergency Management and Ecological Restoration showed me that much of our problems start with bad design. I learned about Permaculture Design, Ecological Design and Ecological Economics, and found the solutions I was looking for. I now teach others how to design for themselves and others. I help clients start successful small businesses, farms, intentional communities, and cooperative ventures. I also consult with governments and private partners on ecological restoration and local economic revitalization projects.

What are your biggest challenges and obstacles?

I teach and consult in self-reliance, ecological design, and ecological economics. These topics go against the conventional ideas of globalism, constant growth, and centralized governance models. Conventional economists ignore important environmental variables and produce flawed analyses – resulting in bad design and bad political policies. The “sustainability” movement is a failure, as it has been fully-captured by banking and corporate interests. Introducing people to a systems-thinking perspective is very valuable – it helps them see past the propaganda and non-solutions being offered up by conventional actors.

How do you overcome the challenges and obstacles?

Education and Demonstration. In my view, the only ethical way forward is to revive the wisdom of our ancestors, relocalize, decentralize, and invest in self-reliance and strong local communities. Students are excited to learn that there are simple and ethical solutions to all of the problems we see in the world today. By sharing this knowledge and building more on-the-ground projects, we hope to inspire others and grow the ecological movement.

Are their any misconceptions about the importance of your work or any stigmas/dogmas?

Permaculture Design is a great design science, but it is flawed. The standard curriculum has been “watered-down” by many teachers, and some teach only topics related to organic gardening and farming. The original Permaculture Design as taught by the founders, teaches how to design all aspects of a homestead and community – including food production, water systems, aquaculture, natural forestry, animal husbandry, natural building, renewable energy systems, community governance models, income streams and home-based business models, and local economic design. Since there is no head organization that oversees instruction in Permaculture Design, students need to be careful in choosing a teacher – by looking for an organization that is “internationally-recognized”. One such organization is the International Permaculture Education Center at http://www.PermacultureEducation.org

How are they overcome?

Permaculture Design is one of the only disciplines that is “fully decentralized” by design. The founders did not want Permaculture education to be controlled by academia (as many other disciplines had been captured), or control monopolized by a few. Since there is no centralized head organization that oversees instruction in Permaculture Design, students need to be careful in choosing a teacher – by looking for an organization that is “internationally-recognized”. This is a sign that the teachers are experienced in all areas of Permaculture Design.

Was this occupation something you initially planned for in your youth?

I have always had a passion to honor and heal the Earth, and to serve others. However, attempting to produce real change through the conventional education, business, and political structures has been a disappointing experience. By learning how to design local, bottom-up, ethical systems, we can offer the world working solutions and alternatives to status-quo systems that have outlived their usefulness.

What is the most rewarding part of your work?

Teaching and demonstrating what is possible with Ecological Design gives me hope for the future. By reintroducing local indigenous knowledge and combining it with the most ethical modern ways of living and doing business, we are designing the future we want to see.

What would you say to people who are considering doing what you do, or something similar?

Don’t waste your time and money on graduate degrees and conventional university training. Learn about Permaculture Design, Ecological Design, Ecological Economics, systems-thinking, re-localization, decentralization, and self-reliance. Apprentice with someone doing what you want to do. Start your own business around helping improve the Earth. Find a way to be of service to others.
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Leadership

Permaculture Design Solutions

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The art and science of Permaculture provides knowledge, experience, and proven models from working in the most challenging environments across the globe.

The recent and ongoing uptick in the occurrence of natural disasters, wildfires, mudslides, desertification, wars, mass-migration, famine, and economic recession, has renewed interest in finding real solutions to these problems. The solutions are found outside the typical inefficient government or corruption-plagued non-profit/NGO and international bureaucracy-led initiatives.

For decades, independent researchers and consultants known as Permaculture Designers have worked in restoring degraded lands, reversing desertification, designing local, natural and organic farming and gardening systems. Building with natural and non-toxic materials, harvesting and recycling water, creating zero-waste systems, mitigating the effects of natural disasters, designing local economic and community structures, and regenerating ecosystems. This design science incorporates both traditional indigenous knowledge and modern, regenerative systems and technologies.

As the solutions are necessarily multidisciplinary in nature, they encompass knowledge and techniques from Natural Resources to Ecology to Forestry to Hydrology to Regenerative Agriculture, Natural Building, Ecological Economics, Sociology, and more. Training in Permaculture Design (also known as Ecological Design and Regenerative Design) is not typically available through conventional college and university systems. There is a very good reason for this.

Universities are designed to train specialists.  Increasing focus on specialization over the past 50 years has resulted in professionals who can no longer converse or share research with those outside their discipline.  Universities do not produce well-rounded “generalists” who are able to draw from several disciplines (cross-disciplinary or multi-disciplinary) to solve problems.  Instead, they provide “institutional silos” with little contact or collaboration with other colleges and disciplines.  Much has been written about these pathologies within conventional (especially Western) academia.  Those trained in Economics rarely interact with those training in Sociology. Business students do not cross-pollinate their studies with Law or Ecology. Fields of study that incorporate knowledge and experience from several academic disciplines are traditionally not offered through conventional college and university systems because of historical notions placing value on memorization of theories instead of experiential learning, and focus on specialization of knowledge without integration.

Professionals working in the field will always prefer hands-on experiential learning and knowledge that comes from weaving together related disciplines, rather than relying on theories learned from reference materials written by individuals with little or no practical experience. The historical university educational model is currently being turned on its head – by necessity. We need interdisciplinary thinking (systems thinking) to address the multiple-systems-breakdown we are now experiencing.

Intentionally operating outside this “institutional silo” model of specialized academic training, an independent global movement of practitioners has taken up the work of integrating knowledge from many related disciplines to supply solutions to real-world problems on the ground.

This movement includes not only current and former academics, but also highly skilled researchers and teachers from various disciplines, including farmers, gardeners, ecologists, builders, foresters, homesteaders, economists, and people from all walks of life.

Permaculture Designers adopt “systems thinking” to design solutions to improve agricultural systems, mitigate the effects of drought, regenerate degraded landscapes, design and protect properties, incorporate renewable energy systems, create stable land-based livelihoods, and establish integrated and ethical local economic and social structures.

 

In the wake of natural disasters, Permaculture Designers have mobilized to offer solutions that can both prevent and mitigate such disasters in the future. However, because Permaculture Designers are traditionally trained outside the conventional college and university systems, their solutions are not always given the merit and attention they deserve.

This is very unfortunate because Permaculture Designers bring with them the knowledge, experience, and proven models from working in the most challenging environments across the globe. The knowledge and experience they bring to the table are far more valuable to humanity today than any false solutions being discussed in corporate-controlled mainstream media or theories proffered in conventional colleges and universities.

For example, designing farms, community developments, and even businesses in arid environments necessarily involves thinking about the possible effects of drought and wildfires (among many other factors). Incorporating design solutions for the provision of water to support agricultural systems and human needs is of paramount importance in these regions.

In consideration of this, Permaculture Designers will proceed with employing design ideas from tried-and-true systems such as Keyline Design (see pic above), Earthworks (dams, swales, berms, ponds, fire-mitigation strips), water storage and recycling systems, Ecological Restoration techniques. Reforestation techniques to prevent mudslides and erosion, and introducing fire-resistant and drought-tolerant plant and tree species.

If some of the farm, commercial and residential developments in drought and disaster areas had been intentionally designed with these strategies from the start, we would not be witnessing the incredible level of destruction of life and property we see today. Many of these disasters are exacerbated by poor design of both human settlements and agricultural systems.

Since the early 1980s, independent Permaculture Designers and consultants have led both large-scale and small-scale projects that have transformed landscapes into highly-productive and resilient ecosystems that provide for human needs, reduce human work, mitigate and minimize erosion, build soil, store water, support wildlife, and create stable local livelihoods.

Training in Permaculture Design is accomplished through the 72-hour Permaculture Design Certificate Course, also known as the PDC course. There are options for attending 2+ week residential on-the-ground courses and also online certification courses. One of the leading providers of this course worldwide is the International Permaculture Education Center at PermacultureEducation.org

Unlike the conventional college and university education model of learning, education in Permaculture Design is completely decentralized. There is no head governing body or leading organization. The movement was designed this way intentionally by its founders – Bill Mollison and David Holmgren.

Permaculture Designers are self-governed by the global community of practitioners and local guilds, and are expected to closely follow the teaching and consulting directives set out by the founders. The majority of teachers and consultants honor and follow the directives, but there are exceptions – so it is important to inquire about the skills and qualifications of Permaculture Designers you intend to work with and/or obtain training certifications from.

Upon completion of the Permaculture Design Certificate Course, there are numerous options for advanced training from teachers around the world. These include:

  • Regenerative Organic Agriculture (farming and gardening)
  • Agroforestry
  • Aquaculture
  • Water Harvesting and Earthworks
  • Ecological Building/Natural Building
  • Ecological Economics
  • Ecological Restoration
  • Renewable Energy Systems Design
  • Social and Community Structures
  • Intentional Community and Ecovillage Design
  • and more.

Increasingly, the profession of Permaculture Design is being recognized for the common-sense design solutions it offers, all of which are directly applicable to the environmental changes and societal challenges we see in the world today.

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Activism

A conservation market could incentivize global ocean protection

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The system might make it easier for countries to meet 30×30 conservation targets

Peer-Reviewed Publication

UNIVERSITY OF CALIFORNIA – SANTA BARBARA

Ocean collage
IMAGE: COLLAGE OF OCEANIC ORGANISMSview more 

CREDIT: HARRISON TASSOF

(Santa Barbara, Calif.) — The countries of the world agreed: Our planet needs more protection from human activity. And with the globe facing an assortment of environmental crises, they realized the plan needed to be ambitious. Thirty-by-thirty was their proposal: protect 30% of the planet by 2030. But while conservation is popular in principle, the costs of actually enacting it often stall even the most earnest efforts.

Three researchers at UC Santa Barbara have proposed a market-based approach to achieving the 30×30 targets in the ocean. They tested whether a system that allowed countries to trade conservation credits could reduce costs, incentivizing nations to actually meet their goals. Allowing voluntary trade always reduced the cost of conservation, sometimes by more than 90%. The study, published in Science, is the first to draft and analyze a conservation market for achieving 30×30 targets in the ocean.

The 30×30 initiative is one aspect of the Convention on Biological Diversity, a multilateral treaty developed in the early 1990s. In fact, it’s target No. 3 of the larger Global Biodiversity Framework (GBF) adopted by the 196 countries that convened for the UN Biodiversity Conference in 2022. It calls for the effective protection and management of 30% of the world’s terrestrial, freshwater, coastal and marine areas by the year 2030 — a goal that many scientists say humanity must achieve to secure our planet’s long-term health. And while the GBF requires countries to commit to conservation targets, it does not outline which areas should be protected, how to do so inclusively or how to pay for it.

“This project started just over four years ago,” said co-author Juan Carlos Villaseñor-Derbez, who completed his doctorate at UCSB’s Bren School of Environmental Science & Management. At this point, countries were falling short of the 10% protection benchmark as they drafted plans for 30% protection. “It seemed like most nations were genuinely committed to marine conservation, but that the costs of conserving were preventing some from engaging in it at all.

“At the same time,” he added, “a lot of research had already shown that if you could get nations to cooperate around conservation, you could substantially reduce the costs of conserving.” He and his co-authors realized the world needed an institution, policy or framework that could support this.

Uneven costs and benefits

The cost of protecting acres of ocean is not the only aspect that differs from place to place. The ecological benefits of conservation also vary based on location. Achieving 30×30 in the ocean will require coastal nations to consider potential trade-offs associated with these protections. Because high-value fisheries can coincide with important marine ecosystems — such as coral reefs, seagrass meadows and kelp forests — meeting the obligation could come at a high cost for some nations but not others. “Without an innovative policy solution, the cost of conservation for many nations could stall progress toward 30×30,” said Villasenor-Derbez.

This variability means that trade could incentivize additional gains. Instead of investing in areas with high conservation costs, or low benefits, nations could exchange their duties to double down on regions where protection yields higher returns.

Environmental economists and scientists at UC Santa Barbara’s Environmental Markets Lab (emLab) wondered if a conservation credit system could help meet 30×30 targets in the ocean. They devised a system whereby nations could trade their conservation obligation with other nations through a “transferable conservation market” policy built around ecological principles.

“Like existing mandates, this approach requires every country to protect a certain fraction (say 30%) of its marine habitat,” said Distinguished Professor Christopher Costello, emLab’s director. “But unlike other approaches, we allow those obligations to be traded across countries, within strict ecological constraints.” In this way, countries with higher conservation costs pay others to increase their conservation efforts. This study estimates the potential global cost savings under various trading constraints.

“For example, Norway, which has valuable fisheries, might pay Palau, a country that has already invested significantly in coastal conservation, to conserve additional areas on Norway’s behalf,” Costello said. This enables Norway to fulfill its conservation obligations in another part of the world.

Achieving 30×30 in the ocean

Costello, Villaseñor-Derbez and co-author Professor Andrew Plantinga developed a model to estimate the potential costs and benefits that could be achieved through a conservation market like this. They combined distribution data for 23,699 marine species with fisheries revenue data to build conservation supply curves for the world’s coastal nations.

They then defined “trade bubbles” based on biological and geographic factors. A country could trade conservation credits only with other nations within these predefined bubbles in order to ensure conservation was equitably spread across Earth’s different marine habitats. The authors examined five bubble policies that allow nations to trade within hemispheres, biogeographic realms, provinces, ecoregions, or globally, to determine potential costs.

Regardless of how they tweaked this setup, a market for marine conservation always reduced the costs of conservation. The model estimated savings could range from 37.4% all the way to 98% under the 30×30 target.

“It just highlighted how inefficient it is to require uniform conservation obligations from each nation,” Villaseñor-Derbez said. “After all, national boundaries don’t really overlap or line-up with the distribution patterns of marine biodiversity.”

Savings were highest in a global market, where every nation stands to gain from trade. But a global market could inadvertently focus conservation efforts on only a single type of habitat, neglecting others. That was precisely why the team introduced the trade bubble constraint.

“When nations facing large costs are allowed to trade, they can ask themselves ‘should I conserve in my waters at this high cost, or can I find someone in my bubble that has habitat just as good as mine but at a lower price?’” Villaseñor-Derbez said. The same would be true for a selling nation. They could decide whether to conserve more than they are required depending on the trading price.

Of course, a country could always go it alone, fulfilling their conservation obligations (and theirs alone) entirely within their own territory. Indeed, this is precisely how the 30×30 initiative currently looks. But the authors’ analysis suggests that very few countries will. Most find it far more economical to either buy or sell conservation obligations.

Conservation colonialism vs fair compensation

If a market system were established, some might wonder what would prevent wealthy nations from simply “paying off” their conservation obligations and offloading them onto poorer nations. For Costello, Villaseñor-Derbez and Plantinga, the market itself offers a solution. “All such exchanges are purely voluntary,” said Plantinga, who heads emLab’s Productive Landscapes Group. “The selling nation (the poor country in this example) only engages in trade if they find it advantageous.”

In fact, the market could be a boon for developing nations. The current 30×30 scheme requires even a cash-poor country with high conservation to conserve 30% of their territorial waters.  The market approach offers a degree of flexibility: The country can weigh their finances against their conservation costs. They can then decide how much of their obligation to fulfill within their own waters, how much to buy from another nation, and how much to offer up for sale. This flexibility is not possible under the current approach to 30×30.

This system could also incentivize habitat restoration, target No. 2 of the GBF. Nations that tend to specialize in exploiting marine resources could compensate those who specialize in conserving marine biodiversity.  “Our approach provides an explicit payment for conserving marine ecosystems,” Costello said. “Under the current system, there is rarely a payment to conserve.”

Lowering costs incentivizes action. This measurable effect is a central tenet of economics employed by governments, companies and industries across sectors and countries. So why not harness this principle for conservation? According to the authors, these savings could be redirected towards solving other pressing issues.

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Activism

Understanding Whole System Design (Permaculture)

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Source: Permaculture Education

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