Title of the book by Lynne Kelley. Ways of encoding environmental, ethological and cultural knowledge directly into the environment (or objects).

Notes on a research program in collaboration with Sjef van Gaalen and Creative Coding Utrecht.

Not only was his knowledge not reproduced in books like the ones he nevertheless wanted to write with me, but it had nothing to do with authorship. Knowledge didn’t originate with individuals, and the concept of mind was irrelevant. Knowledge was on the outside; it was held in ‘living Country’. And humans had to get together to animate this knowledge. - Stephen Muecke about Paddy Roe

Notes an a student program run by Theun.

• Intro fieldwork practice
• Assignment: what place would you like to explore, how would you do it?
• Assignment 4th year: How do you share that exploration with others?

• Intro Nederlands landscape.
• Set up whatsapp (or otherwise)
• Field assignment: find a creature that interests you, how would you design a way to communicatie with it?
• Or what qualities does it have? How do you think it finds its way in the world? Are there talents you share? Name it based on those qualities.

• Regenerative practices
• What would your area need? How can habitat be reinvigorated, restored?
• guest: Vasanth Bosco
• review assignment last week
• Field assignment: Take a 1 hour hike from the perspective of your animal. Try to experience the world through it’s eyes, ears, of antennae. Slow as snail, fast as a bird. Report your experience, what do you notice about the area through the animal perspective?
• Design an exercise for others so they can experience the perspective of your animal. How can someone experience the world from that perspective?
• Assignment 4th year: How can local people become active participants in that reconnection?
• Research assignment: What lived in your area before? What traces are left, if any? What do you think is missing now? What qualities does your environment lack? Choose one quality and propose a way it can be regenerated.

• take 4 characteristics or qualities from your animal and give them to a class mate. He/she designs a character based on the qualities and gives you back the 'monster'.
• take a 1 hour hike with your monster.

• What would your area need? Which organisms can regenerate it?
• Make groups: if you look at your animals, where are opportunities for coexistence? How could this animal live there? What would be needed? Rewilding.
• In groups: what do each of your animals need? Where do their interests match or clash? How could such different needs be brought together? (Multispecies design) (Afterwards give example of Aboriginal totems).
• What timescale do you design for?
• Field assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel)

• Based on previous lesson, work in groups on one organism. Who are the experts?
• assignment: Design a research team: what kinds of expertise are needed? (What is in it for them?)
• assignment 4th year: Design a research week. Location. Team. Question.
• (Don’t design the team sitting in your classroom. Do it on location!)
• What does your area need? What natural cycles are missing, disrupted? How to reconnect. What qualities are lacking in your area?
• Group: Choose one of your animals. Make a list of the qualities of your animal. Give them to an other group and they will design a creature (character design, mythological being) based on those. At the end of the class we see if those Monsters fit their purpose.
• field assignment: hike with your Monster through your area: what do you notice from the monsters perspective?
• Assignment 4th year: How can the monster / creature activate local people? Or more formally: how can locals people become active participants in reconnecting environmental processes?

• What qualities do animals need to thrive? (Elephants memory, bioindicators, animals/plants as messengers)
• Ecologist can see this area needs… wolves. (Trophic cascades)
• Assignment: (I give 5 animals and plants) in groups: what are the qualities of those animals?
• Assignment after class: translate those qualities into a human being a character.
• (In what ways does that help to think about the role of animals, in what ways does it hinder?)
• Choose an environmental process in your neighbourhood. Translate its properties into a being. Assignment: ask someone else to hike with that Monster.

• Qualities of animals and plants in the long now.
• Australia and aboriginals. Tending the wild.
• Assignment: memory walk

• Memory walk field test together.
• Assignment: design a multi generational knowledge system. How can our understanding and experience of the environment be shared across time?
• (Floppy disc vs. songline)

• Discuss the multigenerational knowledge systems.