mycelium – [mʌɪˈsiːlɪəm]
Mycelium is the vegetative part of a fungus or fungus-like bacterial colony, consisting of a mass of branching, thread-like hyphae. Mycelium is the underground part of the fruiting body growing outwards to look for water and nutrients such as nitrogen, carbon, potassium and phosphorus, which the mycelium transports to the fruiting body so it can continue to produce biomass and grow.
You’re right. There are no fungi products for sale here, yet I find mycelium incredibly inspiring. When I was a teenager, I learned that fungus had complex cycles of reproduction, and constituted a kingdom of their own: they resemble us (animals), since they are heterotrophs, and do not use photosynthesis to get energy; they resemble plants, as they can break down complex molecules, such as lignine, and they are key reassemblors and decomposors of all ecosystems, aquatic and terrestrial. When I was in my mid-twenties, I learned about how trees in forests were interconnected through large networks of underground mycelium that also served as nutrient passageways. Trees, could, in fact, cooperate through these mycelial networks, and share nutrients with weaker trees. My mind was blown, and I learned a lot about mycelium, and how fungi might help us think and live in more connected ways (along with doing some regenerative work for us). I hope that our minds will always be able to be in awe of the wonder that is our cosmos.
“A relational way of knowing – in which love takes away fear and co-creation replaces control – is a way of knowing that can help us reclaim the capacity for connectedness on which good teaching depends.”
(PJ Palmer – The Courage to Teach).
I am a perpetual learner. I like to plunge myself into complex, extremely challenging setups that enable fast-track learning. For me concern with mental, emotional, physical and whatever other categories you may wish to use to divide the world up is limiting, because we are human beings deeply embedded and irrevocably entwined in personal, social, cultural, political, and other histories that we cannot grasp all at once.
I am a qualitative researcher. I hold a Research Masters degree and a PhD in Social Anthropology from the University of Aberdeen, as well as a Diploma in Applied Permaculture Design. I live and breathe big picture.
I am a transdisciplinary thinker. I like being on the edge of things where everything meets and intermingles shamelessly, and create very wildly new knowledge, practices and ways of being. I think in systems, organisations, communities, ecologies. The cosmos is my teacher. I aspire towards thinking the world in a connected and relational way. I practice paradox, and the ways in which the best spaces are bounded and open, melting individual and collective voices, playfulness and seriousness, freedom and discipline, power and love, honouring little and big stories, community and autonomy. My studies have somehow always evolved around an aspect of our humanity, finding purpose in our existence, and connecting with others.
I am a knowledge broker. I carry knowledge across context, and am deeply committed to the ideas of community of truth and learning in community. I am a practitioner of leadership as service to the greater good. All my teaching (secondary school, adult education) is grounded in experiential, multi-modal and dialogical ways of learning.
I am a teacher and trainer. I love setting up participatory and fun learning spaces so that learners are fully engaged in the learning process. Regarding formal education, I have taught mostly at secondary school level (Viso, philosophy, geography, history), where I also contributed to setting up an English-language Anchor Class for migrants to Luxembourg. In informal education, I have a lot of experience teaching diverse groups of adults from different walks of life through participatory methods that engage head, heart and hands. I believe that teaching authentically can bring out the best in people. I also believe training can be uncomfortable sometimes, when it pushes people beyond their comfort zone, but I also fervently believe this is where the most important learning happens. I am currently training to be a yoga teacher in order to be able to work on people’s wellbeing through inclusive movement practice.
Photo Credit: Simon Matzinger