In many ways, teaching as described in these chapters, touches upon styles of facilitation. This has made sense to me in working with youth -the heart of the attempt of creating knowledge -ways of knowing -is being engaged/engaging that grounds the experience to making something feel fun, new, connecting the aspects of real-life before us. Echoing the comment Leah shared on the subject-center having that power to reveal those connections across history, it is true in the work of creating solutions and processes that speak to how sustainability can actually be practiced and modeled in the daily living. I often struggled with gauging how overtly I had to make the connections (from whatever activity or projects worked on) explicitly linked to environment vs. working a creative method to have the participants expressing such connections in their own language. To a certain extent, as facilitators you are still in a role of shaping how an analysis can take place and yet the good stuff is really about how we all get to arrive there as a group, class.
The mapping exercise described in chp. 6 seems like a great tool as an entry point to unfolding what makes up the integrity & identity nuances of people working on the ground. I appreciate Palmer's comments that speak for having a lens to recognize the cultural context through which things such as "ground rules for dialogue" are crouched in.
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