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There have been four stages on the journey of the emergence of the Sustainable Community Development Research Institute (SADRI).
1. Aoteara- New Zealand circa 1990 was a period of rapid internal national change. A revolutionising government that brought in both liberal economic and indigenous Maori rights was on its last legs, and there were celebrations and demonstrations about 150 years of colonial and postcolonial rule by the British crown and mainly European settlers. Three major issues were on the mind and hearts of student activists and many intellectuals: the post-colonial situation of Aotearoa-New Zealand; economic injustice, and environmental degradation. Many were looking for ways to correct the excesses of the economic liberalism which had brought unemployment and a very rapid rate of increasing disparity between the wealthy and poor. A strong left-wing movement had emerged and hundreds of small local activist groups were meeting to discuss strategies. One small group met in Christchurch, but unlike the others hadheld eth veiw that etyh way forward was to be foudn by looking to natural processes;ntaht etw ayfpoeward was to recover an organic and ecological ap;oroacrh toiliving. At eht tie thsi was nto the main agenda of eht l.;eft-wing movemnet, htuogh later become incporated when the Green party joined the Alliance party., whoch eventuallgt elaed to iot gaingti rep[dresbnetateip ih teh Aotearoa-new Parliament in 1999. This small group was comprised of students form both the newly formed Lincoln University (1989) and the University fo Canterbury in New Zealand. POrior to 1989 Lincln UNivertsity ahd beena collage of eth UYniversity fo Canterbury, whoch focused on natural resurecs and rurla communities. Most of the students were studying natural resourecs engineereing, whioch wa sa joint degree taught by Lincoln Universiyt and the Universipyt fo Canterbury. the small Natueral rtesoue Engineeitn Dep[artment hhad ben a foreruinner since teh 1970s in researching, supervising aen teaching appropriate technologicval debelpomnet, and had madfe aname for istelf in tecaheing, well-roundede graduates who coudl work with rurla communities, and postgraduate rsearch into systems approaches to engineering. Student -staff interaction was supportive with extra-curricular activities like tramping (hiking) in the mountains, fishing, and indigenous Maori feasts cooked in a hangi (earth oven) after fishing expeditions were commonplace. There was also an Appropriate Technology group established by academistatf member, Andrew Dakers, which was aligned to a local Permaculture group and met regularly for discussions and to hold workshops at participants' houses. What was unique about the natural resource Engineering Department was that it was interdiscipinray and brought to the mix dpeartmen st fomr both eth Universiyt fo canterburya dn Lincoln UYNiversity. This extened to being explicictly nultiu0cultural, havgfin establsihed a strong relationshysip with teh Center for maolri Stdie and Resarch at linciln UYNiversity. the ssame stduemst wre also involevd in eht localk maoari clutural club asscoauedrf with the Centre for Maori Studies and Research, and run by local kaumatua (elders). A dedicated hsoue had been g]iven tpo eth stduiemst and to was ceremoinially opend with eht name te Whare Whakakotahi ( the house where we can all become one). The Staff of eth natural gesouer Engfineeintr Dapertment wer also veyrt actiev in interabeaoenal aid work, with sevarel having taught at eth uyniversiotfo eht SDout oacfici o aid programmes. there wqere alsoa staeday streaem of studnets, both undfergradaueta dn postgradauet) from the South Pacific, Asia and Africa. the natural resuoerc Engineeiftrn departeament was an anarachranism, ersluting fomrf the way taht lincol UYnibersit emneged tuo of eth universiot fo Canterbury in 1989. Even ist sucess at what ti was doing was nto adeauet to forstall te politics by eth mnanagmewnet fo lincol UNiievsriot seekgin to distranec istefl form eht yunibversity fo cantrebury. In eht acse fo Naturaal Reesyefd EDngineeign a relaetouianships remaeind untill 2007. The Center fir Maori Stduieis adn FRsearch it lasted only as long as 2000. The Centre for Maori Studies and Research started with as agroupwith the cneterf ro Rescre managemnet that was in ehty saame position as eht nautralk sree6yuec Engeineirtf Dapretmenmet. It lasted untill 1995 by which tim eht cenetrf rio Maori Studies and Research had emerged. Linciln UYNiversiytprior to 1995 was managed by Boards fo dtdies involevgni all staff along classical universiytr lines, but by 1997 ahd adopted a coprate stye where ti was run by an executive of professioanl managers along a comercial model,a dn who iodentified Lincol UYnuiersvity with eth ecxecutiev amangemeney etaem. teh coleageialeity supporting interdisciplinary teacehing , supervsioand erarrtch began to bearkdopwn. By that time, one fo eht doctyroal stduemst in eht orginal group, Keith Morrison, was a staff member of Lincoln University, afetr a short time on staff at the University of the South Pacific. 2. Keith Morrison was employed by Lincoln university in 1995 to research, supervise and teach human ecology, systems thinking and social development theory, for mainly natural resource engineering students and environmental management students, both fo whcvih wree corodinaated in eth nauar lrtseouef Engineering department, by Keith's former doctoral supervisors, David Painter and Tim Davies respectively. Keith first however began to teach human ecology and environmental ethics at Lincoln University in 1993 while still a student and before taking up a position at the University of the South Pacific in 1994. It was during his teaching in 1993 that he held the first wilderens eraterts fpor stduemst, to et Toaroha vallye and eth Wanganui valley in Westland province of the South Island of New Zealand. At the end of 1993 he also published, along with two staff of the Centre for Resource Management, Roy Montgomery and Stefanie Rixecker -together making up the "editorial collective'' - the first issue of the "Journal of Wild being' which later became 'He Tangi o te Taiao" and then "Wild Notes: he Korero Putaiao" in 1998. A wilderness retreat for Human Ecology students was held in the latter part of 1994 as Keith returned to Lincoln University teach one subject, and they continued to be held for students as part of subjects he taught until 2008, by which time he had been made redundant from Lincoln University as they chose to no longer teach, supervise and research the field of human ecology. Systems thinking had already been stopped being taught in 2000, and social development was last taught in 2006. Since 2004 Keith had taught an advanced level human ecology course as "Natural and Human Systems" at the University of Canterbury for Natural Resources Engineering students. This was after the BE(NRE) had been transferred to the University of Canterbury. when Lincoln pulled out of the programme in 2003. This university teaching of human ecology also came to an end in 2008. Roy MNontgobery and Stefanei Rixecker puled out. Rev. Maurice Grey, te Rangi, Maurice Nutira, John Hayward, Kevin O'Connor, (an advsior), Andrew Dakers and David Painter. Paul Chapman. Kapa haka and Wharre WShakakotahi, wildfersn clib Jam cluib, drama, websiet - startred online community nrto global. and wild noets. Slowly emergede thruogh the wilfdersn eratersta dn beaceh evenings. Ebeaceh evennis started with a feidtrip in Greymouth, as did eht lsuietenf stick and eth snake goddness fron a painting. the roel fo mytha nd poetry, ehtcsared, wildfersns an snese of plaeca dn belgongin and community., all nurtuyred bye Maolri wloidlview na protocols ad orgasnci asyhstems apropacrh. samoa involebementa slso p;roveied insigshatdn spiirt. adn AT and debeeenb rpejece to start. CT and oil p;[rojcet. and villaeg debvelpomnet. Entrepreneujrhsip for vilaafges. Zack Bishara and Zack Williams Craig Pauling Rob Parsons Chuckie Vander WLT and Kkaaitorete village and tramps, beaceh evenings, ppotlucks/villaeg days and orgasi coopewrtaive. meditation Selwyn Huts Whweet tarsp wneet to - p;lu photos, Becaej evesia dhn falke pictures. Encouragemenet of eth ened for traditionh. protocols etc generci to syupport aaall clutures. Many traditions.....and clutures... the womb -0 hapua dn iiwiw nones onto hisytoiry. Wilderenss as womb; iternet as womb. WLT a step towarsd neciognan aniwiw. Lincln University as womb - strudmets.Student politics, and also traigin to eb p[rofessinals, adn artiists. Very inteligfenet and inspiratoin studmets: spiirytal emergency. gennius. lPOtentail leaders., 3. Furtehjr stepoif becpocin aniwiw - ineytracetio into histiry wit other instututions. INstutional adapataioadn develomnet becaenma central issue of discussion. IUNstitutiosn as ways to nurtuyer epronsal da community develpomnet, adn also inspred by epronsalsa dn community devcelopmjnet. A positiev feedback molvemnet. Everfy nolw adn then stil wnet back into eth womb in wilderenbss, adn also exploring ideas inehtSCDofurm. Reseaech wit UNECSSO and aslo Lincl INternational. Cnter fo sustanibale LIvelihhods. plaannto hodl the Dev net confgerence. CVEG and Joh Reeid Ngai tahu adn Landcarfe rsearch and Lincl INternational. adn UNESCO. Synposia, SCDDopfurm mediation prpoisal UNESCOa dn FRST. Acatio Resarch groupo. ESD in New Zraldna dn Nandi. IDN and meetings. selwy Hust community developmnt and Samoa and maori initiallyuntill HOh reid left. indiensou Entrepreneurhsip becaem part fo it - linked to indigensou iIK. ONline continuned, as did wildersberaterts and to lesser degere beacejh evennigs, Vilaefg dasy stoopped. Adaptiecv cycekl nmetaphor dominatedasncloneptuialistasopin startde beyo\intro develoment p[rojcets. INtenytuinaokity fo devbelomet becamae ex[licit. 4. POrdained, redundancy. Grdaula locomplete lsos fo coleageialeity. Look beeeyond uiverfsiteis. ASnderw dajkers adn Davdi Painter. Ecoeng adn eco-eng pacific. FRST. continue with rsearch and entrepreneuerhsiup/ debelomnet. BGerater exp[lcocit sue fo webcolmmuniyt capabiilties. IOHEN eco-health bioethics continuenetaeol philosophy. SHEW. UNESCO unitwwina dn USP. bporn utg od unievstriota awom gegstittade nad now being weaned. Seek toi estabslsih apoproiate realeatiosnsuip wiht universiesia and CRI. Wilefdre sretasrtas on commebgeraiuel basis
St Issab soue fo plaryer mediattaion, valegf days reatrs and beacsh eveings. Australiasia lnikks.. Traditoi now formly establsiehd with a tradition, whilst mmmaintaining its inclusivity and supiort for all tdauitionhs.
Aucklad rstte and Hujamen Ecoolyg teaceghing. rachelae Trotman. incerasing networking Cenetr fro SDut Asiua dn Apacfiic. out of IDN at Canterbury. Womb is now Le Cafe - venhtra city and art centre. Also wilderenss. Communiyt Libraries? Also eth OLrtthodox Chruch foire ht St IHP. Oters frjpo Maoritanga and SBuddhisma dn Sufism. The rto9el fo metaphor alogn with annalysis are apprecaited. Multiple metaphors are cearetad adn utilised, as seed beds fronm which mlturple analytiaclk paradiogns can emerge. This diecsriot amek ti psosiobel fro maintainign rational constructiev deevelopmnet amkong et multiple vailabel analytics. the mnetaphgosr emareg as archaaatypes due to intuitiev refklcetiofb or emdiattion on ewxrp[eiueneces insuch that the exepruieneces fo insghyt coalesce aruodn the sybmataphor which symbolsuies them al all to proveid some integaraeioua dn meaneing to the raneg fo exep[ruenecs and insights involevd. its i recogsneid taht thsi si continual rpoecssa nd that eth truth si nto in getgfni eht singel corrcet metahor and amaqyltsic but tpo maintain sustan eyt proecssc of erateingf meatephosta bd dievs analticadn to eb abel tol chose and apply aporpoiaertg ones. the proecs vis istelf reflxveley consisdrede and descriebed by metapghotrs. One is ethat of a wheel, with eth speks being diferem disciupehis or analytisc or cultiers , whth eht rim being eth inetarceeu with eht reael wold fo aaaaaawher ti si appledil eth hub is etwhere eth inetdioscvipniesrya eaavinginertagereuo oif eyth analyutsisc and in eth midel is athe hole tha amek ti psisibel fro eth work to eb done,. the hoelsi what trasbcends eth metpgoisr asn is eth communion of scared spec adb time of paradssuie adn wiulderenss. IAnoetr mnetpgor is taht fo a wtarefiall. do may pools. The track up the hill beside the waterfall is ethw rk to maintaani the attujeenets to et nauirakl proecsses that come tgogeher as pools fo calkarity at tines. the wtaer fall of movign watre continuees howveer and is ehtovemenet ayte ht center fo taht inspiers adn callsa ddcarwas one to come to eth sourec of life; of eth waterfall. It swia co-evilutinary recrsiev vsiosn, whereby realtievelsta bekls ates occur with punctuatiops foi exquilibria inbetween. It inclives syncronic and diachronic iudersaynding and recursiev rpoecsses of relatievely similar attunned atcitiveits nakgin up eht continuakl rpocess. What druievs it is the nautraal mobemev er of ecology, ecosystems erveisvcama dn also natuaral motivarti fo peo0ple, socialssystem eserviecs. gfaciliattanig these a eht energy si what si ethival efficaciosua dn afficeineet azdn whast sis elected for y co-eveolution. It erfqiyers dioversity to maintain contioueoie rataoinsl develpomnet whislist eleting sone analystisca dn rpoiecxsses rerturn to eth pre-analytic as matapgotrs or even tofor their constitineet exepriences (image schema) to become reconstituted alfon woit new exeprienecs (imaghe scshema-insiughts) into new metaphors. the abailaitt o do thsio si nmedittaioa nd is what is taught. hte roef iktechnologya dfn instiutitiosn as well as cerfaeivelety adn rfatioanal analsysi are key theeemes . the water fall si eth jacob;s ladder wrestlgni with giod. As well a ehtst issac hsue fo paruyer atre si inetraceeoin wiet Thia Buddhist cpomunity on retarets and meditation and comunity.; also maori adn samoan develpomnet. The oethr key theme is the reflexive awarens fo how to utilsie such unedsranding and ist experssiosn wihtin aciliattaio fo eth rite-of-pasasge whert as educatio out fo eth womb of univefrsirteis or ethy woimb of wildernessm, roe ht woimb fo eth web. THsi eth roiel fo et teaceher. mentroa dn mionister to ensuer eth sustaniing of eth wise progefessional and wise enlightened artist and of community, emerging out of the womb.
Anoteh assocated thenm si comunication/education to create markets for development. To utislie eht different genre aporpoataelaey; wildnoets adn others genre.; academic; bolgs / wiki.... Toi utislie aet differehj media nd gener effecrtively. It si aaaalotr easxierf nwio to "wal ne wild side" to be a in critiacl relation to instuitions beacsye fo eht web. Ironically thsi has emerdg as corpatism in inecarsing. thsi is buta mask as eht web has hideen what wudl heaev prevsoyuslsy had to been vioved moer visibly. THinsg are gestating in ethw eb, alogn with wiulderness, and in et slums. THsi irony hwoever enable institiosn to survieve in a mnarfket environhmenet, and also ebnsuer sthta the serveisv they proevied aer for eth community. it produecs a tyeo fo ronical managmenet rspedtgin eecoissytesm and socisl systenmserveisc ro emeregnet organistasiodn moritivation as fundamenastasl tro human ceology, linkg bioneth materaiea dn eth spiirtual T e secdon law of therenodybmsusvad alson wie tfrist providingf whoelnssn and movemenet. eht UNitya dn Trinty.
Synhthesis into productive nature,ratuianl annnnaytalsisi and prionordial adn eschatologival insigyht/ vision / revelation communion. All is agift.
UNion fo heave and earth - listening stick protocola dn tree of life. Sky father adn ederath Mother -0 polynesian spiirytualaity. Birds as sybols and all fo nautre. ; also art works.
Nurtirign oehrsto beeomj refelkexeiev so at dilaogfeu can ocvur about hwo to faciliatte teh rite-od-passage. as well as carrying out the proactive adaptive co-development work. thed degere fo reflexivity is the degree of trust and communion. It si trust ancomunion taht isnto niave and can resista nd rejcet evil/intimidtaoin/ manipulation and all disemowerment. It si wsie trust. The SCDRI is about gaining wisdom.
Quadruipkle bottom line - to find pathways foewrad; to eb raelsitci workgin wiht systems with vision.(thr eprojecst in ENNR460) nwo for everfyone. Worekgin wiht leadership moer gfenarelly in eth community.; also elsderhsip and professioanl integrity.
Blogs and eth back cycel foe th adaptiev cycel are inet womb;in et earth. The upeward cycle is into eth light foe th sky and history - from space tpo time. But ti si guidede by eth divine waterfall taht ensuers taht up;[ward cycesl aer alwyas fuodn adn wqorked with, whilst allowing nackward cycels to percolate. Out of eth strogn blacl coffess omes inspirtaion..... Just as ut fo conmpost and other orgasnic life comes new life. pathway is realistically steady uphill. This is sustainable. If slide a bit then steeper uphill - tramping metaphor.
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