- Commenced: 01/12/2010
- Submitted: 28/04/2011
- Last updated: 01/08/2012
- Location: Cologne Witmarsum , Palmeira, Paraná, Brazil
- Phone: +55|41|96720042
- Website: biowit.wordpress.com
- Climate zone: Wet/Dry Tropical
Legend of Badges
Note: The various badges displayed in people profiles are largely honesty-based self-proclamations by the individuals themselves. There are reporting functions users can use if they know of blatant misrepresentation (for both people and projects). Legitimacy, competency and reputation for all people and projects can be evidenced and/or developed through their providing regular updates on permaculture work they’re involved in, before/after photographs, etc. A spirit of objective nurturing of both people and projects through knowledge/encouragement/inspiration/resource sharing is the aim of the Worldwide Permaculture Network.
A member is a permaculturist who has never taken a PDC course. These cannot become PDC teachers. Members may be novice or highly experienced permaculturists or anywhere in between. Watch their updates for evaluation.
One of these badges will show if you select your gender and the "I'm single, looking for a permaculture partner" option in your profile.
People who claim to have taken a Permaculture Design Certificate (PDC) course somewhere in the world.
People who have entered an email address for the teacher of their PDC course, and have had their PDC status verified by that teacher. Watch their updates for evaluation.
People who’ve taken a Permaculture Research Institute PDC somewhere in the world.
People who claim to teach some version of PDC somewhere in the world.
With the exception of the ‘Member’ who has never taken a PDC, all of the above can apply to become a PRI PDC Teacher. PRI PDC Teachers are those who the PRI recognise, through a vetting board, as determined and competent to teach the full 72-hour course as developed by Permaculture founder Bill Mollison – covering all the topics of The Designers’ Manual as well as possible (i.e. not cherry picking only aspects the teacher feels most interested or competent in). Such teachers also commit to focussing on the design science, and not including subjective spiritual/metaphysical elements. The reason these items are not included in the PDC curriculum is because they are “belief” based. Permaculture Design education concerns itself with teaching good design based on strategies and techniques which are scientifically provable.
PRI PDC Teachers may be given teaching and/or consultancy offerings as they become available as the network grows.
The individual with this badge is indicating they are, have, or would like to be involved in permaculture aid work. As such, the individual may or may not have permaculture aid worker experience. Watch their updates for evaluation.
The individual with this badge is indicating they are, have, or would like to do paid permaculture design consultancy work. As such, the individual may or may not have permaculture consultancy experience. Watch their updates for evaluation.
Community projects are projects that help develop sustainable community interaction and increase localised resiliency.
Project TypeRural, Residential, Community, Demonstration, Educational
A priori transformative education as a source of life. Education, as well observed Plato, has function of improving the philosophical nature of the individual and guide the human being for the good, the beautiful and for the improvement.
Environmental Development bioregional
Some of the proposals of the Collective Witmarsum (Biowit).
· Use appropriate resources: organic fertilizer.
• Planning of Land Use and Natural Resources.
• Apply concepts and principles of permaculture and agroecology.
Cultivate organic, healthy eating, food security.
· Systematization of water: rain water collection, reuse, water conservation in local water quality;
• Education environment: ecological awareness, environmental conservation and preservation of natural resources.
· Biodiversity: Formation of ecological corridors.
· Ecotourism: consider the value of heritage and culture, environmental conservation, sustainability of activities, from planning through participatory management.
Small and slow solutions:
"Thinking in the long term, about the consequences of our actions. Plan for sustainability ".
Sharing the surplus, strengthen relationships, make trade / barter, "helping others to become self-sufficient and to promote community responsibility."
Planning Standards to detail. Polyculturalism practicing diversity (as opposed to monocultural). "Cultivate the smallest possible area of ??land. Plan intensive systems, energy efficient, small-scale, as opposed to extensive systems of large scale and high consumption of energy. "
Attend trade fairs for organic production and to "strengthen community food production, as has occurred in sustainable societies."
Use and value diversity and space. "Using biological systems (plants and animals) and environmental (sun, wind and water) with low power consumption to conserve and generate energy."
Promote renewable sources and services. Use it to maximum and recycle all the debris. Reduce energy sources: use leverage, reuse, reuse.
"Reforest the land and restore soil fertility. Where possible, use native species in the region, or those adapted intelligently. "