When I first discovered bioregionalism, I didn’t realize the parallels between it and progressive education, which I would encounter a decade or so later when I started teaching at Goddard College. Progressive education is based on learning what you need to learn, based on how you learn, with a strong focus on personal and social relevance, and student-centered, hands-on learning. Bioregionalism is, at me at least, at its heart about learning how to live in a way relevant to our places and communities. Both bioregionalism and progressive education are ecologically-based to my mind, looking at our role as part of a larger system, community and planet, and what we need to do to live with meaning and integrity in our lives. Furthermore, yoga is a practice that puts us squarely in the part of the planet most local to us: our own bodies, and then helps us learn what it is to live here.

In this spirit, I wanted to share an interview my boss, Ruth Farmer, gave to The Magazine of Yoga about real learning, the importance of skepticism and trusting the process, tinkering and leading, progressive education, and what all we do at Goddard College in terms of holding the space for people to ask their most relevant questions and quest toward answers. See Part 1 here, and Part 2 here. Ruth discusses some of the specific programs at Goddard — particularly the BFA in Creative Writing, and Individualized MA — but moreover, she and Susan Moul, the interviewer (and co-founder of The Magazine of Yoga), and herself a Goddard graduate, talk about real learning, and how to find what meaning we can and need to forge out of our studies, art, work and life. This is also obviously applicable to learning about our place, our bodies, our communities. You can learn more about Goddard here, and see more wonderful articles at The Magazine of Yoga here. (I also write a weekly column on yoga, being a body, and poetry, including bi-weekly poems and writing prompts). Enjoy!