Page 75 - To know things we have to have the world inside us

How to proceed?

As we (Chris and Margo) were introduced to each of the trees, we noticed that teacher~researchers were using
the same insights they had gained in building relations with their things~objects~materials in
coming~to~know their trees. They noted the importance of intentionality, the power of noticing, the many ways

of noticing, and the interconnectedness of mind and body. There was a strong sense of ownership when each tree
was introduced. What had initially seemed an ‘ordinary’ tree, had become unique and characterful when seen
through the eyes of the teacher~researchers. Languages other than words offered different ways of ‘seeing’ trees.
More patterns, shapes, relations, details and subtleties were noticed and expressed.

In several weeks time the group was to meet again. What proposals, although experienced individually, could
become a possibility for teacher~researchers to re-connect with each other? What proposals could offer a ‘zone of

possibility’ through which to look more deeply into our own knowledge building processes? What
proposals could move the focus from the individual to the collective, to contaminate ways of knowing?

For some time we had been intrigued by ‘gifting’ as a place of intersection between the giver and the receiver, an
encounter between the material and the non material where we are asked to orient ourselves to the
perspective of the other, to see a different perspective, to listen with empathy.

Eighth proposal

Create a gift for your tree; a gift that you wish to give and that your tree may wish to receive.

Collect some fabrics that remind you of trees to bring to share when we next meet together.

75