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  1. @envplane @[email protected] ·

    OnlineFirst - "The wood storks of Lake Somerset: Multispecies landscapes of the Holocene/Anthropocene boundary event" by Zachary Caple:

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #Florida

    journals.sagepub.com/doi/full/

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #florida
  2. @envplane @[email protected] ·

    OnlineFirst - "The wood storks of Lake Somerset: Multispecies landscapes of the Holocene/Anthropocene boundary event" by Zachary Caple:

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #Florida

    journals.sagepub.com/doi/full/

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #florida
  3. @envplane @[email protected] ·

    OnlineFirst - "The wood storks of Lake Somerset: Multispecies landscapes of the Holocene/Anthropocene boundary event" by Zachary Caple:

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #Florida

    journals.sagepub.com/doi/full/

    #florida #landscapehistory #multispeciesethnography #nicheconstruction #colonialcapitalistinvasions #planetarytransition
  4. @envplane @[email protected] ·

    OnlineFirst - "The wood storks of Lake Somerset: Multispecies landscapes of the Holocene/Anthropocene boundary event" by Zachary Caple:

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #Florida

    journals.sagepub.com/doi/full/

    #planetarytransition #colonialcapitalistinvasions #nicheconstruction #multispeciesethnography #landscapehistory #florida
  5. Ryan Boren @[email protected] ·

    Professor Guy Claxton on the Science of Learning

    In this talk, Guy Claxton warns against the scientism and epistemic injustice of “The Science of Learning” and proposes instead something very much aligned with our notions of niche construction, toolbelt theory, collaboration, and iteration. These contribute to what Claxton calls “epistemic apprenticeship”.

    https://youtu.be/qGFEswKBnMw?si=v62sC5IHR1GRRqC4

    As Dr. Mary Helen Immordino-Yang states, “We simply are not Frankenstein monsters.” We tend to focus on small mechanisms and parts and pieces of knowledge. Instead, focus on the whole person, not the Frankenstein monster with all the little pieces. Affective neuroscience teaches us new perspectives for understanding and appreciating the importance of the whole person in the educational context.

    Similarly, David Perkins warns us against the atomized learning of “element-itis”.

    David Perkins talks about the importance of not atomizing learning, not turning it into what he calls the twin diseases of about-ism, always just talking about things rather than learning to do them, and what he refers to as element-itis, that everything has to be built up like Lego from little bricks of knowledge before you can really get to work on them.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Instead of attempting to build Frankenstein children from reductionist parts, let children build their own niches and tool belts in whole, embodied ways compatible with cognitive and somatic liberty. Let them embark on an “epistemic apprenticeship”.

    Table of Contents

    • Selected Quotes from the Talk
    • Reading List
    • Further Reading

    Selected Quotes from the Talk

    [This example of expository teaching] is appropriate because you’re all adults who are free to come, or not, and you’ve come presumably because you think there’s something you think you might find interesting…in being here. That’s not the case of schools, of course…

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    It’s a big jump to go from the sometimes appropriateness of a group of people sitting quietly and politely being told things by someone else, to assuming that such forms of teaching are somehow the dominant or the mandatory forms of teaching in places of education.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Sciences of learning – plural

    • Cognitive neuroscience
    • Affective neuroscience
    • Social neuroscience
    • Al and robotics
    • Philosophy
    • Sociocultural psychology
    • Cognitive anthropology
    • Developmental psychology
    • Embodied cognition
    • Evolutionary psychology
    • Information processing psychology
    • Instructional psychology

    There’s no such thing as THE science of learning.

    We are a variety of scholars working on understanding learning.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Sciences of LearningS

    • Skill development
    • Perceptual learning
    • Learning to learn
    • Developing attitudes, values and interests
    • Identity development
    • Information retention and retrieval
    • Deep understanding
    • A part in a play
    • Making and Performing: Dance, Design Technology, Sport
    • School maths and science

    The sciences of learnings are not exclusively or even principally about school.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Learning happens when someone wishes to learn, not when someone wishes to teach.

    Ken Robinson

    A properly designed school system needs to focus on cognitive abilities, not scholarly subjects…If we allow students to choose what areas of knowledge they would like to focus on while learning those skills, they would be attentive and interested.

    Roger Schank

    We humans have created… mechanisms of thought, embodied in our nervous systems, that enable our minds to go further, faster and in different directions than the minds of any other animals… They are passed on to subsequent generations through social learning.

    In the future, the cultural inheritance of cognitive mechanisms could be enhanced by formal education. It may be possible to design training programs for use in schools…to improve cognitive skills.

    Cecilia Heyes, Cognitive Gadgets

    It’s fairly obvious that there is a fundamental mismatch between secondary education and the way kids learn. In school we want kids to start with the small building blocks, to learn the little pieces and start to put those together. But that is not how the human mind grows. It grows by engaging with deep powerful [ideas and questions] and then working backward to inform the meaning you are making…Supporting young people to engage with the complexities of their moral and social lives…is what is deeply, deeply motivating- and it is what grows their brains.

    Mary Helen Immordino-Yang

    Intelligence is the sum total of our habits of mind.

    As long as school focuses mainly on individual forms of competence, on tool-free performance, and on decontextualized skills, educating people to be good learners in school settings alone may not be sufficient to help them become strong out-of-school learners.

    Lauren Resnick

    Hardly anything we do is done solo. No matter whether you are an athlete, a business person, a scientist, a trash collector, or a clerk, you are almost always coordinating with other people in a complex way. Human endeavor is deeply and intrinsically collective—except in schools.

    David Perkins

    Much of the recent work on embodied cognition shows beyond a shadow of doubt that forms of higher cognition retain a deep and often quite automatic grounding in the sensorimotor, in the physical, in the actual, in the emotional, in the embodied stuff of our being.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    What’s coming out of the laboratory, many of the laboratories, is that there is a bit of a shift from that rather narrow concern only with the rational and the linguistic and the argumentative, to a concern to a revised, renewed concern. It was there in the early days, was there if you read William James, with a concern that the real, the real world of living, of loving, of raising children, what we might now call embodied or warm cognition, a form of cognition that is embroiled with and suffused with emotion, with bodily process, with illness and so on.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Curiosity is the engine, is the driver of learning.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    In a state of mindfulness, your own assumptions become visible to you.

    And once they become visible, then they can become questionable. And once they become questionable, they become mutable.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Education as an Epistemic Apprenticeship

    • School as a place where you go to get good at thinking, learning and knowing
    • As in any apprenticeship, you need
      • Role models – teachers as ‘master-learners’
      • Mates – some a bit further on than you
      • Tasks that build competence and confidence
      • Feedback on progress
      • Appreciation of your (growing) contribution to life
      • Escalating responsibility
    • Doesn’t it do that already? NO!

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Explicit teaching, as it’s become known, is good for relatively short term retentions of relatively exam type knowledge. If that’s your overriding goal, then that’s a reasonable way of teaching. It’s not ineffective, but if you also care about the development of collaboration, of intuition, of imagination, of self-rescuing, of resilience, of curiosity, if those are also on your list of valued outcomes, then it’s far less clear that explicit teaching is the optimal pedagogy.

    And so it’s up to us, isn’t it? It’s up to us in terms of what we what we value, to be first very clear about that. And only then start making decisions about the optimal forms of pedagogy.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    So what do the learning sciences tell us about teaching?

    • The “learning sciences” is a hybrid, multi-perspectival and unfolding discipline. There is no single agreed “science of learning”
    • Even if there were, it would not tell us how to teach, without a clear specification of what we are teaching for.
    • “Good teaching” involves a constantly changing balance of framing, explaining and exploring. A classroom is a complex adaptive system.
    • The development of valued traits such as perseverance, independence and collaboration require escalating levels of challenge, autonomy and exploratory talk. To judge this escalation right you have to know your students well, as a group and individually.
    • Learning, thinking and ‘behaving intelligently’ cannot be properly understood apart from matters of personality, emotion, conviviality, the nature of the challenge and the social context.
    • Science and maths are not valid prototypes for all school learning.
    • Mind is organic and ecological, not computational. Learning naturally grows out from what is already known. Mind is a tree, not a computer.
    • The fundamental driver of learning is the urge to derive accurate predictions from experience that will guide future action, not to stockpile explicit knowledge. That is ancillary.
    • Cognition is enhanced by culturally derived and socially transmitted ‘upgrades’ – and sometimes reduced by downgrades.
    • Predictive processing, social and affective neuroscience and embodied cognition support wider purposes of education, and point towards possible pedagogies that involve emotion, autonomy, inquiry and ‘interthinking’
    • School as an epistemic apprenticeship – cultivating positive epistemic upgrades and avoiding downgrades – is a wantable and practicable goal, but it challenges many educational shibboleths and will of course have its opponents.

    Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube

    Reading List

    Here are the books mentioned during the talk:

    Further Reading

    https://stimpunks.org/2023/11/22/on-the-problems-with-science-of-reading/

    https://stimpunks.org/2025/05/19/niche-construction-and-toolbelt-theory-developing-the-tools-and-terroir-of-coping-and-learning/

    https://stimpunks.org/philosophy/were-raising-whole-children-not-frankenstein-children/

    https://stimpunks.org/glossary/niche-construction/

    https://stimpunks.org/glossary/toolbelt-theory/

    https://stimpunks.org/glossary/embodiment/

    https://stimpunks.org/space/cavendish/

    https://stimpunks.org/space/

    https://stimpunks.org/glossary/intelligence/

    #affectiveNeuroscience #cognitiveLiberty #collaboration #curiousity #epistemicApprenticeship #epistemicInjustice #iteration #nicheConstruction #scienceOfLearning #scientism #somaticLiberty #toolbeltTheory

    #toolbelttheory #somaticliberty #scientism #scienceoflearning #nicheconstruction #iteration
  6. Ryan Boren @[email protected] ·

    Niche Construction and Toolbelt Theory: Developing the Tools and Terroir of Coping and Learning

    French winemakers use the term terroir to describe the unique characteristics that place bestows on each varietal. It is what makes us desire champagne from France, coffee from Kenya, cigars from Cuba, and sourdough from San Francisco. The word itself means something like “a sense of place,” which emerges from the unique qualities of soil, climate, and topography.

    Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now

    • Niche Construction focuses on shaping the environment.
    • Toolbelt Theory emphasizes personal tool selection.
    • Together, they promote autonomy, adaptability, and personalized learning experiences.

    Empowering individuals through collaborative environment modification and personalized tool selection enhances coping and learning.

    This brief slide deck is a guide through our glossary pages on Niche Construction and Toolbelt Theory.

    https://www.canva.com/design/DAGntmP1JwE/0JSJhDJb7cDOwurcHvnTuA/view

    Here’s a text overview of the slides:

    Slide 1: Title

    • Niche Construction and Toolbelt Theory: Developing the Tools and Terroir of Coping and Learning

    We also believe in the concept of terroir, used so beautifully as a metaphor by Margaret Wheatley and Deborah Frieze in Walk Out Walk On – that the soil and climate of two different continents produce variations in crops even when the seeds planted are the same (Wheatley and Frieze 2011). Schools are like that, too. Two schools may be situated in different terroir even though children work and play similarly no matter where we visit. However, those children grow up in different cultural contexts that shape what they bring with them into school. Educators do the same. Because of that, each school represents a unique identity, one shaped locally.

    Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

    —

    Slide 2: Introduction

    • Explore how individuals, especially neurodivergent learners, can shape their environments and assemble personalized tools to enhance coping and learning.
    • Introduce the concepts of Niche Construction and Toolbelt Theory as frameworks for empowerment and self-determination.

    —

    Slide 3: Understanding Niche Construction

    Definition

    • Niche Construction refers to the process by which organisms, including humans, actively modify their environment to enhance survival and success.
    • In educational contexts, it involves creating supportive environments tailored to individual needs.

    Niche Construction

    In Nature: Helping to ensure the thriving of an organism by directly modifying the environment in such a way that it enhances that organism’s chances for survival.

    In Culture: Helping to ensure the thriving of a child by directly modifying the environment in such a way that it enhances that child’s chances for success.

    Neurodiversity in the Classroom

    —

    Slide 4: Positive Niche Construction in Education

    Concept

    • A strengths-based approach focusing on differentiating instruction to support neurodiverse groups of students.

    Seven Components

    1. Strengths awareness
    2. Positive role models
    3. Assistive technologies
    4. Universal Design for Learning
    5. Strength-based learning strategies
    6. Positive environmental modifications
    7. Human resources and supports

    —

    Slide 5: Collaborative Niche Construction

    Definition

    • The collective process where individuals and organizations co-create environments that support mutual thriving.

    Application

    • Involves shared efforts to build inclusive, adaptable, and resilient learning spaces.

    Collaborative niche construction allows organisations and people to participate in the evolution of a living system and results in resilient social ecosystems.

    The Beauty of Collaboration at Human Scale: Timeless patterns of human limitations

    —

    Slide 6: Introducing Toolbelt Theory

    Definition

    • Toolbelt Theory posits that learners should develop a personalized set of tools and strategies (“toolbelt”) to navigate tasks and challenges effectively.

    Toolbelt Theory is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use these solutions appropriately, based in the task to be performed, the environment in which they find themselves, their skills and capabilities at that time, and the ever-changing universe of high and low-tech solutions and supports.

    A Toolbelt for a Lifetime

    Key Aspects

    Empowers students to select tools based on:

    • Task requirements
    • Environmental context
    • Personal skills and preferences
    • Available technologies and supports

    —

    Slide 7: Implementing Toolbelt Theory

    Goals

    • Break dependence cycles
    • Develop lifelong technology skills
    • Empower decision-making
    • Prepare students for real-world challenges

    Approach

    • Provide learners with choices and teach them to select appropriate tools for various situations.

    We want our children to discover how to choose effectively for their own needs. To do that, they need choices, and so we believe in Toolbelt Theory.

    The Basics of Open Technology

    —

    Slide 8: Integrating Niche Construction and Toolbelt Theory

    Synergy

    • Niche Construction focuses on shaping the environment.
    • Toolbelt Theory emphasizes personal tool selection.

    Combined Impact

    • Together, they promote autonomy, adaptability, and personalized learning experiences.

    —

    Slide 9: Practical Applications

    Educational Settings

    • Design classrooms that accommodate diverse learning needs.
    • Encourage students to identify and utilize tools that support their learning.

    Beyond Education

    • Apply these concepts in workplaces and communities to foster inclusive environments.

    —

    Slide 10: Conclusion

    Recap

    • Empowering individuals through environment modification and personalized tool selection enhances coping and learning.

    Call to Action

    • Adopt and promote practices that support Niche Construction and Toolbelt Theory in various domains.

    —

    Slide 11: References

    #differentiatedInstruction #education #learning #nicheConstruction #terroir #toolbeltTheory

    #toolbelttheory #terroir #nicheconstruction #learning #education #differentiatedinstruction
  7. Ryan Boren @[email protected] ·

    Grant Application Questions and Answers

    Here are our answers to the questions on a grant we recently applied for.

    Table of Contents

    • History
    • Root Causes
    • Action & Lasting Effect
    • Constituent-Led
    • Community-Wide
    • Organizational Structure and Decision Making
    • Movement Building
    • Funding and Community Support
    • Community Feedback
    • 3-5 Milestones

    History

    When did your group come together and why? Share major accomplishments and tell us about your recent activities, successes, and learning opportunities.

    Stimpunks was created to forge the way for educational inclusion and to give our community the means to survive and to thrive. We as a disabled and neurodivergent run organization had to roll our own education, because even the “all means all” of public education failed to include us. We had to create our own care systems, because “we realized that the only people who care enough about us to work consistently for our liberation are us.” “Responsibility for the survival of entire communities lies with us.”

    Learn more about our history, our successes, and our current activities on our front page and our Now page. We put a lot of time into long-form scrollytelling (scrolling + storytelling) and will be sharing links to our website as part of this application process. You’ve never seen a website like ours. Check it out. Professors have told us they use our website to teach digital composition.

    https://stimpunks.org/now/

    Root Causes

    What is the specific problem or injustice your group is trying to solve? What are the root causes of the problem (racism, poverty, sexism, etc.)?

    We live in an age of mass behaviorism, rampant ableism, and unvarnished eugenics.

    https://stimpunks.org/glossary/ableism/

    https://stimpunks.org/glossary/behaviorism/

    https://stimpunks.org/glossary/eugenics/

    Schools are inaccessible to us because of “empty pedagogy, behaviorism, and the rejection of equity“.

    https://stimpunks.org/glossary/equity/

    When you or your kid is diagnosed as neurodivergent, almost all of the professional advice you get from education and healthcare is steeped in deficit ideology and the pathology paradigm.

    https://stimpunks.org/glossary/deficit-ideology/

    https://stimpunks.org/glossary/pathology-paradigm/

    The logistics of disability and difference in a structurally ableist and inaccessible world poisoned by bad framing are exhausting, often impossible. We are perpetual hackers, mappers, and testers of our systems by necessity of survival.

    https://stimpunks.org/access/

    “I would like to honour all the autistic people who survive the care system somehow.

    “All those who survive extreme ‘therapy’.

    “All those who are brought to their knees, reading hellish descriptions of their loved people.

    “And all who did not survive this onslaught.”

    —Ann Memmott

    Part of surviving the onslaught is naming the systems of power.

    https://stimpunks.org/pathways/systems-of-power/

    Action & Lasting Effect

    What is your overall strategy for solving the injustice described above? What social, economic, political, or cultural institutions or systems will you work to change in order to fight the injustice? What actions will come out of your work? What will be different in your community and our society because of your work?

    IF you do direct services to meet the needs of your community, how do you connect that work to organizing, action & systems change?

    IF you are creating an alternative to a current system/policy/institution, please tell us why and describe how that will make real change for your community.

    We tackle injustice through two avenues, education and direct giving to individuals.

    Our mutual aid grants and creator grants give money directly to individuals to use as they need.

    https://stimpunks.org/philosophy/direct-support-to-individuals/

    We develop educational programming directed at these institutions:

    • Public and private education
    • Human services
    • Psychiatry
    • Academia and autism research
    • And more.

    Our emancipatory research efforts focus on the sweet spot of digital sociology, neurodiversity studies, disability studies, and syncretism, in the open. We improve the scientific experience for the disabled and the neurodivergent by restoring the humanities. We bring voice into empirical constructs and translate voice into academic comprehension.

    https://stimpunks.org/research/activist/

    In addition to educating those in existing systems and institutions, we have created our own anti-ableist learning spaces compatible with neurodiversity and disability. These spaces use the best of progressive pedagogy to avoid the problems that exclude us from public and private education.

    https://stimpunks.org/space/

    Constituent-Led

    Who is most impacted by the injustice you are fighting? How are those most affected actively providing leadership and direction for your work? How do you identify & develop new leaders?

    Neurodivergent and disabled people are most impacted by the ableism we fight.

    As part of our mission, we hire neurodivergent and disabled people and invest in their professional development. We don’t think of administrative costs as “overhead”, though we are mindful of how much we spend. We consider administrative costs a component of our mission. We pay living wages to those who help us run the organization. We include folks in our software subscriptions so that they have the tools to do work. We introduce folks to the rhythms of distributed work and team work so that they can take these skills with them wherever they go.

    Community-Wide

    How does your organization define diversity within your constituency? How do you ensure that everyone is represented in your organization – especially those with less privilege in your community? In addition to filling out the diversity chart, describe any activities, education, or actions your organization has taken in this area. Also explain any progress or set-backs in this area.

    We outline our notions of diversity, equity, inclusion, accessibility, and belonging as well as the major obstacles to them on this page:

    https://stimpunks.org/2025/01/30/deib-and-their-adversaries/

    Organizational Structure and Decision Making

    Who decides what kind of work your group does? What is the decision-making process? How are you organized (staff, board, volunteers, leaders)? How are your decisionmakers accountable to the larger community? If you have a fiscal agent, please explain the relationship.

    We reject hierarchy. We use prosocial principles, restorative practices, transformative justice, and an advice process. We encourage omnidirectional learning, competency networks, and a “Default to open” philosophy. We use the NeurodiVenture operating modeled.

    https://stimpunks.org/glossary/advice-process/

    https://stimpunks.org/glossary/prosocial/

    https://stimpunks.org/glossary/restorative-practices/

    https://stimpunks.org/glossary/transformative-justice/

    https://stimpunks.org/glossary/niche-construction/

    https://stimpunks.org/glossary/competency-network/

    https://stimpunks.org/glossary/omni-directional-learning/

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/neurodiventure/

    Movement Building

    How does your group see itself as part of a larger movement for social change? How does your work connect with other social change issues and communities? Describe the most important coalitions, collaborations or networks that you participate in. Include your organization’s role.

    We actively participate in the greater neurodiversity and disability rights movements and are part of the ever expanding Autistic rhizome.

    https://stimpunks.org/glossary/autistic-rhizome/

    Our allies include:

    https://stimpunks.org/allies/

    Funding and Community Support

    Please describe your current fundraising activities. How does your community support your organization? How do you plan to sustain your future work? If you have any committed or pending grants, please list them, if applicable.

    We do fundraising through our website and peer-to-peer campaigns as well as events.

    Our community helps with peer-to-peer fundraising.

    We plan to sustain our future work by continuing peer-to-peer fundraising and applying for grants with the help of our partners at Point B(e) Strategies.

    Community Feedback

    How do you integrate community feedback into your work?

    We default to open. We run our organization in the open in our community Discord and on our website. We iterate openly, create feedback loops, and continuously integrate that feedback using methods we developed in open source project management.

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/feedback-loop/

    https://stimpunks.org/glossary/iteration/

    https://stimpunks.org/fieldguide/communication/

    3-5 Milestones

    List 3-5 milestones your organization aims to achieve with this grant over the coming year. Please include detailed plans on how you intend to reach each milestone. For example: “By July 2025, we intend to specific milestone, and we plan to achieve this by detailed action 1 and detailed action 2, etc.

    Our Objectives and Key Results are listed on our Now page.

    https://stimpunks.org/now/

    #ableism #accessibility #adviceProcess #autisticRhizome #behaviorism #belonging #community #competencyNetwork #defaultToOpen #deficitIdeology #diversity #equity #eugenics #inclusion #nicheConstruction #omniDirectionalLearning #prosocial #restorativePractices #transformativeJustice

    #ableism #accessibility #adviceprocess #autisticrhizome #behaviorism #belonging
  8. Ryan Boren @[email protected] ·

    Grant Application Questions and Answers

    Here are our answers to the questions on a grant we recently applied for.

    Table of Contents

    • History
    • Root Causes
    • Action & Lasting Effect
    • Constituent-Led
    • Community-Wide
    • Organizational Structure and Decision Making
    • Movement Building
    • Funding and Community Support
    • Community Feedback
    • 3-5 Milestones

    History

    When did your group come together and why? Share major accomplishments and tell us about your recent activities, successes, and learning opportunities.

    Stimpunks was created to forge the way for educational inclusion and to give our community the means to survive and to thrive. We as a disabled and neurodivergent run organization had to roll our own education, because even the “all means all” of public education failed to include us. We had to create our own care systems, because “we realized that the only people who care enough about us to work consistently for our liberation are us.” “Responsibility for the survival of entire communities lies with us.”

    Learn more about our history, our successes, and our current activities on our front page and our Now page. We put a lot of time into long-form scrollytelling (scrolling + storytelling) and will be sharing links to our website as part of this application process. You’ve never seen a website like ours. Check it out. Professors have told us they use our website to teach digital composition.

    https://stimpunks.org/now/

    Root Causes

    What is the specific problem or injustice your group is trying to solve? What are the root causes of the problem (racism, poverty, sexism, etc.)?

    We live in an age of mass behaviorism, rampant ableism, and unvarnished eugenics.

    https://stimpunks.org/glossary/ableism/

    https://stimpunks.org/glossary/behaviorism/

    https://stimpunks.org/glossary/eugenics/

    Schools are inaccessible to us because of “empty pedagogy, behaviorism, and the rejection of equity“.

    https://stimpunks.org/glossary/equity/

    When you or your kid is diagnosed as neurodivergent, almost all of the professional advice you get from education and healthcare is steeped in deficit ideology and the pathology paradigm.

    https://stimpunks.org/glossary/deficit-ideology/

    https://stimpunks.org/glossary/pathology-paradigm/

    The logistics of disability and difference in a structurally ableist and inaccessible world poisoned by bad framing are exhausting, often impossible. We are perpetual hackers, mappers, and testers of our systems by necessity of survival.

    https://stimpunks.org/access/

    “I would like to honour all the autistic people who survive the care system somehow.

    “All those who survive extreme ‘therapy’.

    “All those who are brought to their knees, reading hellish descriptions of their loved people.

    “And all who did not survive this onslaught.”

    —Ann Memmott

    Part of surviving the onslaught is naming the systems of power.

    https://stimpunks.org/pathways/systems-of-power/

    Action & Lasting Effect

    What is your overall strategy for solving the injustice described above? What social, economic, political, or cultural institutions or systems will you work to change in order to fight the injustice? What actions will come out of your work? What will be different in your community and our society because of your work?

    IF you do direct services to meet the needs of your community, how do you connect that work to organizing, action & systems change?

    IF you are creating an alternative to a current system/policy/institution, please tell us why and describe how that will make real change for your community.

    We tackle injustice through two avenues, education and direct giving to individuals.

    Our mutual aid grants and creator grants give money directly to individuals to use as they need.

    https://stimpunks.org/philosophy/direct-support-to-individuals/

    We develop educational programming directed at these institutions:

    • Public and private education
    • Human services
    • Psychiatry
    • Academia and autism research
    • And more.

    Our emancipatory research efforts focus on the sweet spot of digital sociology, neurodiversity studies, disability studies, and syncretism, in the open. We improve the scientific experience for the disabled and the neurodivergent by restoring the humanities. We bring voice into empirical constructs and translate voice into academic comprehension.

    https://stimpunks.org/research/activist/

    In addition to educating those in existing systems and institutions, we have created our own anti-ableist learning spaces compatible with neurodiversity and disability. These spaces use the best of progressive pedagogy to avoid the problems that exclude us from public and private education.

    https://stimpunks.org/space/

    Constituent-Led

    Who is most impacted by the injustice you are fighting? How are those most affected actively providing leadership and direction for your work? How do you identify & develop new leaders?

    Neurodivergent and disabled people are most impacted by the ableism we fight.

    As part of our mission, we hire neurodivergent and disabled people and invest in their professional development. We don’t think of administrative costs as “overhead”, though we are mindful of how much we spend. We consider administrative costs a component of our mission. We pay living wages to those who help us run the organization. We include folks in our software subscriptions so that they have the tools to do work. We introduce folks to the rhythms of distributed work and team work so that they can take these skills with them wherever they go.

    Community-Wide

    How does your organization define diversity within your constituency? How do you ensure that everyone is represented in your organization – especially those with less privilege in your community? In addition to filling out the diversity chart, describe any activities, education, or actions your organization has taken in this area. Also explain any progress or set-backs in this area.

    We outline our notions of diversity, equity, inclusion, accessibility, and belonging as well as the major obstacles to them on this page:

    https://stimpunks.org/2025/01/30/deib-and-their-adversaries/

    Organizational Structure and Decision Making

    Who decides what kind of work your group does? What is the decision-making process? How are you organized (staff, board, volunteers, leaders)? How are your decisionmakers accountable to the larger community? If you have a fiscal agent, please explain the relationship.

    We reject hierarchy. We use prosocial principles, restorative practices, transformative justice, and an advice process. We encourage omnidirectional learning, competency networks, and a “Default to open” philosophy. We use the NeurodiVenture operating modeled.

    https://stimpunks.org/glossary/advice-process/

    https://stimpunks.org/glossary/prosocial/

    https://stimpunks.org/glossary/restorative-practices/

    https://stimpunks.org/glossary/transformative-justice/

    https://stimpunks.org/glossary/niche-construction/

    https://stimpunks.org/glossary/competency-network/

    https://stimpunks.org/glossary/omni-directional-learning/

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/neurodiventure/

    Movement Building

    How does your group see itself as part of a larger movement for social change? How does your work connect with other social change issues and communities? Describe the most important coalitions, collaborations or networks that you participate in. Include your organization’s role.

    We actively participate in the greater neurodiversity and disability rights movements and are part of the ever expanding Autistic rhizome.

    https://stimpunks.org/glossary/autistic-rhizome/

    Our allies include:

    https://stimpunks.org/allies/

    Funding and Community Support

    Please describe your current fundraising activities. How does your community support your organization? How do you plan to sustain your future work? If you have any committed or pending grants, please list them, if applicable.

    We do fundraising through our website and peer-to-peer campaigns as well as events.

    Our community helps with peer-to-peer fundraising.

    We plan to sustain our future work by continuing peer-to-peer fundraising and applying for grants with the help of our partners at Point B(e) Strategies.

    Community Feedback

    How do you integrate community feedback into your work?

    We default to open. We run our organization in the open in our community Discord and on our website. We iterate openly, create feedback loops, and continuously integrate that feedback using methods we developed in open source project management.

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/feedback-loop/

    https://stimpunks.org/glossary/iteration/

    https://stimpunks.org/fieldguide/communication/

    3-5 Milestones

    List 3-5 milestones your organization aims to achieve with this grant over the coming year. Please include detailed plans on how you intend to reach each milestone. For example: “By July 2025, we intend to specific milestone, and we plan to achieve this by detailed action 1 and detailed action 2, etc.

    Our Objectives and Key Results are listed on our Now page.

    https://stimpunks.org/now/

    #ableism #accessibility #adviceProcess #autisticRhizome #behaviorism #belonging #community #competencyNetwork #defaultToOpen #deficitIdeology #diversity #equity #eugenics #inclusion #nicheConstruction #omniDirectionalLearning #prosocial #restorativePractices #transformativeJustice

    #transformativejustice #restorativepractices #prosocial #omnidirectionallearning #nicheconstruction #inclusion
  9. Ryan Boren @[email protected] ·

    Grant Application Questions and Answers

    Here are our answers to the questions on a grant we recently applied for.

    Table of Contents

    • History
    • Root Causes
    • Action & Lasting Effect
    • Constituent-Led
    • Community-Wide
    • Organizational Structure and Decision Making
    • Movement Building
    • Funding and Community Support
    • Community Feedback
    • 3-5 Milestones

    History

    When did your group come together and why? Share major accomplishments and tell us about your recent activities, successes, and learning opportunities.

    Stimpunks was created to forge the way for educational inclusion and to give our community the means to survive and to thrive. We as a disabled and neurodivergent run organization had to roll our own education, because even the “all means all” of public education failed to include us. We had to create our own care systems, because “we realized that the only people who care enough about us to work consistently for our liberation are us.” “Responsibility for the survival of entire communities lies with us.”

    Learn more about our history, our successes, and our current activities on our front page and our Now page. We put a lot of time into long-form scrollytelling (scrolling + storytelling) and will be sharing links to our website as part of this application process. You’ve never seen a website like ours. Check it out. Professors have told us they use our website to teach digital composition.

    https://stimpunks.org/now/

    Root Causes

    What is the specific problem or injustice your group is trying to solve? What are the root causes of the problem (racism, poverty, sexism, etc.)?

    We live in an age of mass behaviorism, rampant ableism, and unvarnished eugenics.

    https://stimpunks.org/glossary/ableism/

    https://stimpunks.org/glossary/behaviorism/

    https://stimpunks.org/glossary/eugenics/

    Schools are inaccessible to us because of “empty pedagogy, behaviorism, and the rejection of equity“.

    https://stimpunks.org/glossary/equity/

    When you or your kid is diagnosed as neurodivergent, almost all of the professional advice you get from education and healthcare is steeped in deficit ideology and the pathology paradigm.

    https://stimpunks.org/glossary/deficit-ideology/

    https://stimpunks.org/glossary/pathology-paradigm/

    The logistics of disability and difference in a structurally ableist and inaccessible world poisoned by bad framing are exhausting, often impossible. We are perpetual hackers, mappers, and testers of our systems by necessity of survival.

    https://stimpunks.org/access/

    “I would like to honour all the autistic people who survive the care system somehow.

    “All those who survive extreme ‘therapy’.

    “All those who are brought to their knees, reading hellish descriptions of their loved people.

    “And all who did not survive this onslaught.”

    —Ann Memmott

    Part of surviving the onslaught is naming the systems of power.

    https://stimpunks.org/pathways/systems-of-power/

    Action & Lasting Effect

    What is your overall strategy for solving the injustice described above? What social, economic, political, or cultural institutions or systems will you work to change in order to fight the injustice? What actions will come out of your work? What will be different in your community and our society because of your work?

    IF you do direct services to meet the needs of your community, how do you connect that work to organizing, action & systems change?

    IF you are creating an alternative to a current system/policy/institution, please tell us why and describe how that will make real change for your community.

    We tackle injustice through two avenues, education and direct giving to individuals.

    Our mutual aid grants and creator grants give money directly to individuals to use as they need.

    https://stimpunks.org/philosophy/direct-support-to-individuals/

    We develop educational programming directed at these institutions:

    • Public and private education
    • Human services
    • Psychiatry
    • Academia and autism research
    • And more.

    Our emancipatory research efforts focus on the sweet spot of digital sociology, neurodiversity studies, disability studies, and syncretism, in the open. We improve the scientific experience for the disabled and the neurodivergent by restoring the humanities. We bring voice into empirical constructs and translate voice into academic comprehension.

    https://stimpunks.org/research/activist/

    In addition to educating those in existing systems and institutions, we have created our own anti-ableist learning spaces compatible with neurodiversity and disability. These spaces use the best of progressive pedagogy to avoid the problems that exclude us from public and private education.

    https://stimpunks.org/space/

    Constituent-Led

    Who is most impacted by the injustice you are fighting? How are those most affected actively providing leadership and direction for your work? How do you identify & develop new leaders?

    Neurodivergent and disabled people are most impacted by the ableism we fight.

    As part of our mission, we hire neurodivergent and disabled people and invest in their professional development. We don’t think of administrative costs as “overhead”, though we are mindful of how much we spend. We consider administrative costs a component of our mission. We pay living wages to those who help us run the organization. We include folks in our software subscriptions so that they have the tools to do work. We introduce folks to the rhythms of distributed work and team work so that they can take these skills with them wherever they go.

    Community-Wide

    How does your organization define diversity within your constituency? How do you ensure that everyone is represented in your organization – especially those with less privilege in your community? In addition to filling out the diversity chart, describe any activities, education, or actions your organization has taken in this area. Also explain any progress or set-backs in this area.

    We outline our notions of diversity, equity, inclusion, accessibility, and belonging as well as the major obstacles to them on this page:

    https://stimpunks.org/2025/01/30/deib-and-their-adversaries/

    Organizational Structure and Decision Making

    Who decides what kind of work your group does? What is the decision-making process? How are you organized (staff, board, volunteers, leaders)? How are your decisionmakers accountable to the larger community? If you have a fiscal agent, please explain the relationship.

    We reject hierarchy. We use prosocial principles, restorative practices, transformative justice, and an advice process. We encourage omnidirectional learning, competency networks, and a “Default to open” philosophy. We use the NeurodiVenture operating modeled.

    https://stimpunks.org/glossary/advice-process/

    https://stimpunks.org/glossary/prosocial/

    https://stimpunks.org/glossary/restorative-practices/

    https://stimpunks.org/glossary/transformative-justice/

    https://stimpunks.org/glossary/niche-construction/

    https://stimpunks.org/glossary/competency-network/

    https://stimpunks.org/glossary/omni-directional-learning/

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/neurodiventure/

    Movement Building

    How does your group see itself as part of a larger movement for social change? How does your work connect with other social change issues and communities? Describe the most important coalitions, collaborations or networks that you participate in. Include your organization’s role.

    We actively participate in the greater neurodiversity and disability rights movements and are part of the ever expanding Autistic rhizome.

    https://stimpunks.org/glossary/autistic-rhizome/

    Our allies include:

    https://stimpunks.org/allies/

    Funding and Community Support

    Please describe your current fundraising activities. How does your community support your organization? How do you plan to sustain your future work? If you have any committed or pending grants, please list them, if applicable.

    We do fundraising through our website and peer-to-peer campaigns as well as events.

    Our community helps with peer-to-peer fundraising.

    We plan to sustain our future work by continuing peer-to-peer fundraising and applying for grants with the help of our partners at Point B(e) Strategies.

    Community Feedback

    How do you integrate community feedback into your work?

    We default to open. We run our organization in the open in our community Discord and on our website. We iterate openly, create feedback loops, and continuously integrate that feedback using methods we developed in open source project management.

    https://stimpunks.org/philosophy/default-to-open/

    https://stimpunks.org/glossary/feedback-loop/

    https://stimpunks.org/glossary/iteration/

    https://stimpunks.org/fieldguide/communication/

    3-5 Milestones

    List 3-5 milestones your organization aims to achieve with this grant over the coming year. Please include detailed plans on how you intend to reach each milestone. For example: “By July 2025, we intend to specific milestone, and we plan to achieve this by detailed action 1 and detailed action 2, etc.

    Our Objectives and Key Results are listed on our Now page.

    https://stimpunks.org/now/

    #ableism #accessibility #adviceProcess #autisticRhizome #behaviorism #belonging #community #competencyNetwork #defaultToOpen #deficitIdeology #diversity #equity #eugenics #inclusion #nicheConstruction #omniDirectionalLearning #prosocial #restorativePractices #transformativeJustice

    #ableism #accessibility #adviceprocess #autisticrhizome #behaviorism #belonging
  10. Marcus Baynes-Rock @hyenachow ·

    Forest foraging birds are underrated engineers

    besjournals.onlinelibrary.wile

    #ecology #ecosystemrestoration #nicheconstruction
  11. Marcus Baynes-Rock @[email protected] ·

    Forest foraging birds are underrated engineers
    #ecology #EcosystemRestoration #nicheconstruction
    besjournals.onlinelibrary.wile

    #ecology #ecosystemrestoration #nicheconstruction
  12. Marcus Baynes-Rock @[email protected] ·

    Forest foraging birds are underrated engineers
    #ecology #EcosystemRestoration #nicheconstruction
    besjournals.onlinelibrary.wile

    #ecology #ecosystemrestoration #nicheconstruction
  13. Marcus Baynes-Rock @[email protected] ·

    Forest foraging birds are underrated engineers
    #ecology #EcosystemRestoration #nicheconstruction
    besjournals.onlinelibrary.wile

    #nicheconstruction #ecosystemrestoration #ecology
  14. Marcus Baynes-Rock @[email protected] ·

    Forest foraging birds are underrated engineers
    #ecology #EcosystemRestoration #nicheconstruction
    besjournals.onlinelibrary.wile

    #ecology #ecosystemrestoration #nicheconstruction
  15. Ryan Boren @[email protected] ·

    Punk Is Autistic

    The culture of punk is, at its core, authenticity without apology—and that’s exactly what autistic people desire: spaces and cultures where they can be their true selves without the need to mask or conform.

    Punk Is Autistic (Episode 89) – by Sami Harris

    We love this episode on punk and autistic culture from The Autistic Culture Podcast. It touches on themes we cover in our glossary.

    On Spotify:

    https://open.spotify.com/episode/7f78Ye0d4cYy2tWEZKiL1H?si=63d12fc955bd42f7

    On Apple Podcasts:

    https://podcasts.apple.com/us/podcast/the-autistic-culture-podcast/id1653171456?i=1000680698511

    At the end of the episode, they give a shout out to our “Chronic Neurodivergent Depressed Queer Punk: Punk Rock, the Social Model of Disability, and the Dream of the Accepting Community” playlist. There’s a lot to learn about neurodivergent life and culture in that playlist.

    Everything that was normally supposed to be hidden was brought to the front.

    Punk subculture – Wikipedia

    Previously on Punk

    Punk Is Autistic

    Punk Is Autistic

    by Ryan Boren

    The culture of punk is, at its core, authenticity without apology—and that’s exactly what autistic people desire: spaces and cultures…

    1 minute read on December 18, 2024 Gather ‘Round Creeps: Happy Halloween from the Black Leather Lagoon

    Gather ‘Round Creeps: Happy Halloween from the Black Leather Lagoon

    by Ryan Boren

    Ask your parents how to make a monster.Death, divergence, and whimsy.Enjoy this punky Halloween playlist full of weird pride….

    1 minute read on October 31, 2024

    Design Challenge: Neurodiversity Punk Hedgehog Mascot Inspired by Wapuu

    by Ryan Boren

    Community artists, let’s make some Neurodiversity Hedgehog Mascots Inspired by Wapuu….

    4 minutes read on October 13, 2024 A Vivifying Overlap: This Is What Trans Punk Looks Like

    A Vivifying Overlap: This Is What Trans Punk Looks Like

    by Ryan Boren

    This documentary opens with insightful comments on the “vivifying overlap” of punk and queer people and community. The observation brings…

    7 minutes read on August 8, 2024 Community: The Story of East Bay Punk

    Community: The Story of East Bay Punk

    by Ryan Boren

    I love punk documentaries. Community comes together to build inclusive spaces. Community rebounds after losing spaces. Community fights off skinheads…

    5 minutes read on July 23, 2024 This is punk rock time. This is what Joe Strummer trained you for.

    This is punk rock time. This is what Joe Strummer trained you for.

    by Ryan Boren

    It was Strummer’s politically charged lyrics that helped bring punk to the masses. Calling out social injustices and giving a…

    7 minutes read on July 5, 2024 A Short Rumination on Our Journey to Neuroqueer Learning Spaces

    A Short Rumination on Our Journey to Neuroqueer Learning Spaces

    by Ryan Boren

    We fought for the right to learn differently, and lost. The journey was instructive.We found ourselves along the way. We…

    3 minutes read on April 7, 2024 We Rebuild What You Destroy: A Celebration of The Linda Lindas and Punk DIY Ethos

    We Rebuild What You Destroy: A Celebration of The Linda Lindas and Punk DIY Ethos

    by Ryan Boren

    We were really angry, and we decided to write a song about it….

    7 minutes read on November 15, 2023 It Take a Joyful Sound: New Wave, New Phrase, Neurodiversity

    It Take a Joyful Sound: New Wave, New Phrase, Neurodiversity

    by Ryan Boren

    It take a joyful soundTo make a world go aroundCome with your heart and soulCome on come and rock your…

    3 minutes read on November 8, 2023 IowaWTF: We are living in a paradigm shift in the world of activism and advocacy, and the youth are here to change things up whether you like it or not.

    IowaWTF: We are living in a paradigm shift in the world of activism and advocacy, and the youth are here to change things up whether you like it or not.

    by Ryan Boren

    Each year at the Conference to Restore Humanity, one of the keynotes is by a student group. IowaWTF is a…

    7 minutes read on August 16, 2023

    You don’t want to make communication an elite thing.

    by Ryan Boren

    You don’t want to make communication an elite thing.And I think that’s really a lot of what punk was about…

    6 minutes read on August 11, 2023 A Sound That Turns the Mountains Into Sand

    A Sound That Turns the Mountains Into Sand

    by Ryan Boren

    When bigots have got me down and I need to scream and air guitar it out, I turn to Screaming…

    3 minutes read on December 9, 2022

    #autism #belonging #bricolage #coRegulation #community #DIY #neuroqueer #nicheConstruction #punk #stimDancing #stimming #veryGrandEmotions

    #verygrandemotions #stimming #stimdancing #punk #nicheconstruction #neuroqueer
  16. Ryan Boren @[email protected] ·

    Next Steps as a Community of Resistance

    “One needs a community of resistance.”

    “One of the most vital ways we sustain ourselves is by building communities of resistance, places where we know we are not alone.”

    —bell hooks

    We have a lot of work to do in the USA (and everywhere) to combat what’s coming. Care systems will be attacked. We must build a counterculture of care. Care work makes all other work possible.

    We still have access to all our innate collaborative capabilities. If we care to listen to our guts, hearts, and minds, we can (re)learn everything we need for co-creating ecologies of care beyond the human.

    The ripples of collaborative niche construction and intersectional solidarity are spreading. More and more small cosmo-local bands of marginalised people are coming together to catalyse intersectional solidarity.

    Healing – Resisting internalised ableism | Autistic Collaboration

    Next Steps

    Here are some next steps for our community at Stimpunks:

    Doing Damns the Darkness

    Doing good things, and the right time, can have a remarkable effect. “Doing Damns the Darkness,” for me is more than a phrase on this blog, it’s a reminder to me that I can take action against anxieties and worries and ‘things that go bump in the day’.

    Of Battered Aspect: Doing Damns The Darkness

    #care #community #education #nicheConstruction #participatoryResearch #power #progressive #progressiveEducation #resentment #resistance #rhizome #rhizomes #storytelling

    #care #community #education #nicheconstruction #participatoryresearch #power
  17. Ryan Boren @[email protected] ·

    Next Steps as a Community of Resistance

    “One needs a community of resistance.”

    “One of the most vital ways we sustain ourselves is by building communities of resistance, places where we know we are not alone.”

    —bell hooks

    We have a lot of work to do in the USA (and everywhere) to combat what’s coming. Care systems will be attacked. We must build a counterculture of care. Care work makes all other work possible.

    We still have access to all our innate collaborative capabilities. If we care to listen to our guts, hearts, and minds, we can (re)learn everything we need for co-creating ecologies of care beyond the human.

    The ripples of collaborative niche construction and intersectional solidarity are spreading. More and more small cosmo-local bands of marginalised people are coming together to catalyse intersectional solidarity.

    Healing – Resisting internalised ableism | Autistic Collaboration

    Next Steps

    Here are some next steps for our community at Stimpunks:

    Doing Damns the Darkness

    Doing good things, and the right time, can have a remarkable effect. “Doing Damns the Darkness,” for me is more than a phrase on this blog, it’s a reminder to me that I can take action against anxieties and worries and ‘things that go bump in the day’.

    Of Battered Aspect: Doing Damns The Darkness

    #care #community #education #nicheConstruction #participatoryResearch #power #progressive #progressiveEducation #resentment #resistance #rhizome #rhizomes #storytelling

    #care #community #education #nicheconstruction #participatoryresearch #power
  18. Ryan Boren @[email protected] ·

    Next Steps as a Community of Resistance

    “One needs a community of resistance.”

    “One of the most vital ways we sustain ourselves is by building communities of resistance, places where we know we are not alone.”

    —bell hooks

    We have a lot of work to do in the USA (and everywhere) to combat what’s coming. Care systems will be attacked. We must build a counterculture of care. Care work makes all other work possible.

    We still have access to all our innate collaborative capabilities. If we care to listen to our guts, hearts, and minds, we can (re)learn everything we need for co-creating ecologies of care beyond the human.

    The ripples of collaborative niche construction and intersectional solidarity are spreading. More and more small cosmo-local bands of marginalised people are coming together to catalyse intersectional solidarity.

    Healing – Resisting internalised ableism | Autistic Collaboration

    Next Steps

    Here are some next steps for our community at Stimpunks:

    Doing Damns the Darkness

    Doing good things, and the right time, can have a remarkable effect. “Doing Damns the Darkness,” for me is more than a phrase on this blog, it’s a reminder to me that I can take action against anxieties and worries and ‘things that go bump in the day’.

    Of Battered Aspect: Doing Damns The Darkness

    #care #community #education #nicheConstruction #participatoryResearch #power #progressive #progressiveEducation #resentment #resistance #rhizome #rhizomes #storytelling

    #care #community #education #nicheconstruction #participatoryresearch #power
  19. Ryan Boren @[email protected] ·

    Next Steps as a Community of Resistance

    “One needs a community of resistance.”

    “One of the most vital ways we sustain ourselves is by building communities of resistance, places where we know we are not alone.”

    —bell hooks

    We have a lot of work to do in the USA (and everywhere) to combat what’s coming. Care systems will be attacked. We must build a counterculture of care. Care work makes all other work possible.

    We still have access to all our innate collaborative capabilities. If we care to listen to our guts, hearts, and minds, we can (re)learn everything we need for co-creating ecologies of care beyond the human.

    The ripples of collaborative niche construction and intersectional solidarity are spreading. More and more small cosmo-local bands of marginalised people are coming together to catalyse intersectional solidarity.

    Healing – Resisting internalised ableism | Autistic Collaboration

    Next Steps

    Here are some next steps for our community at Stimpunks:

    Doing Damns the Darkness

    Doing good things, and the right time, can have a remarkable effect. “Doing Damns the Darkness,” for me is more than a phrase on this blog, it’s a reminder to me that I can take action against anxieties and worries and ‘things that go bump in the day’.

    Of Battered Aspect: Doing Damns The Darkness

    #care #community #education #nicheConstruction #participatoryResearch #power #progressive #progressiveEducation #resentment #resistance #rhizome #rhizomes #storytelling

    #storytelling #rhizomes #rhizome #resistance #resentment #progressiveeducation
  20. Ryan Boren @[email protected] ·

    Next Steps as a Community of Resistance

    “One needs a community of resistance.”

    “One of the most vital ways we sustain ourselves is by building communities of resistance, places where we know we are not alone.”

    —bell hooks

    We have a lot of work to do in the USA (and everywhere) to combat what’s coming. Care systems will be attacked. We must build a counterculture of care. Care work makes all other work possible.

    We still have access to all our innate collaborative capabilities. If we care to listen to our guts, hearts, and minds, we can (re)learn everything we need for co-creating ecologies of care beyond the human.

    The ripples of collaborative niche construction and intersectional solidarity are spreading. More and more small cosmo-local bands of marginalised people are coming together to catalyse intersectional solidarity.

    Healing – Resisting internalised ableism | Autistic Collaboration

    Next Steps

    Here are some next steps for our community at Stimpunks:

    Doing Damns the Darkness

    Doing good things, and the right time, can have a remarkable effect. “Doing Damns the Darkness,” for me is more than a phrase on this blog, it’s a reminder to me that I can take action against anxieties and worries and ‘things that go bump in the day’.

    Of Battered Aspect: Doing Damns The Darkness

    #care #community #education #nicheConstruction #participatoryResearch #power #progressive #progressiveEducation #resentment #resistance #rhizome #rhizomes #storytelling

    #care #community #education #nicheconstruction #participatoryresearch #power
  21. Marcus Baynes-Rock @hyenachow ·

    Great article here on humans, waterbirds and others co-constructing wetlands in the ancient Levant
    researchgate.net/publication/3

    #paleoecology #humanecology #nicheconstruction
  22. Marcus Baynes-Rock @[email protected] ·

    Great article here on humans, waterbirds and others co-constructing wetlands in the ancient Levant #paleoecology #Humanecology #NicheConstruction
    researchgate.net/publication/3

    #nicheconstruction #humanecology #paleoecology
  23. Marcus Baynes-Rock @[email protected] ·

    Great article here on humans, waterbirds and others co-constructing wetlands in the ancient Levant #paleoecology #Humanecology #NicheConstruction
    researchgate.net/publication/3

    #nicheconstruction #humanecology #paleoecology
  24. Marcus Baynes-Rock @[email protected] ·

    Great article here on humans, waterbirds and others co-constructing wetlands in the ancient Levant #paleoecology #Humanecology #NicheConstruction
    researchgate.net/publication/3

    #paleoecology #humanecology #nicheconstruction
  25. Marcus Baynes-Rock @[email protected] ·

    Great article here on humans, waterbirds and others co-constructing wetlands in the ancient Levant #paleoecology #Humanecology #NicheConstruction
    researchgate.net/publication/3

    #nicheconstruction #humanecology #paleoecology
  26. Nadiah Kristensen @[email protected] ·

    Lehmann (2007, J Evol Biol)

    #NicheConstruction #IntergenerationalReciprocity

    #intergenerationalreciprocity #nicheconstruction
  27. Nadiah Kristensen @[email protected] ·

    Lehmann (2007, J Evol Biol)

    #NicheConstruction #IntergenerationalReciprocity

    #intergenerationalreciprocity #nicheconstruction
  28. Nadiah Kristensen @[email protected] ·

    Lehmann (2007, J Evol Biol)

    #NicheConstruction #IntergenerationalReciprocity

    #intergenerationalreciprocity #nicheconstruction
  29. Nadiah Kristensen @[email protected] ·

    Lehmann (2007, J Evol Biol)

    #NicheConstruction #IntergenerationalReciprocity

    #nicheconstruction #intergenerationalreciprocity
  30. Nadiah Kristensen @[email protected] ·

    Lehmann (2007, J Evol Biol)

    #NicheConstruction #IntergenerationalReciprocity

    #intergenerationalreciprocity #nicheconstruction
  31. Stimpunks Foundation @[email protected] ·

    Our community thrives on collaborative niche construction in Cavendish Space.

    stimpunks.org/space/cavendish/

    #education #neurodiversity #disability #EdChat #CavendishSpace #NicheConstruction

    #nicheconstruction #cavendishspace #edchat #disability #neurodiversity #education
  32. Stimpunks Foundation @[email protected] ·

    Our community thrives on collaborative niche construction in Cavendish Space.

    stimpunks.org/space/cavendish/

    #education #neurodiversity #disability #EdChat #CavendishSpace #NicheConstruction

    #nicheconstruction #cavendishspace #edchat #disability #neurodiversity #education
  33. Stimpunks Foundation @[email protected] ·

    Our community thrives on collaborative niche construction in Cavendish Space.

    stimpunks.org/space/cavendish/

    #education #neurodiversity #disability #EdChat #CavendishSpace #NicheConstruction

    #nicheconstruction #cavendishspace #edchat #disability #neurodiversity #education
  34. Stimpunks Foundation @[email protected] ·

    Our community thrives on collaborative niche construction in Cavendish Space.

    stimpunks.org/space/cavendish/

    #education #neurodiversity #disability #EdChat #CavendishSpace #NicheConstruction

    #education #neurodiversity #disability #edchat #cavendishspace #nicheconstruction
  35. Stimpunks Foundation @[email protected] ·

    Our community thrives on collaborative niche construction in Cavendish Space.

    stimpunks.org/space/cavendish/

    #education #neurodiversity #disability #EdChat #CavendishSpace #NicheConstruction

    #nicheconstruction #cavendishspace #edchat #disability #neurodiversity #education
  36. Mauricio González-Forero @[email protected] ·

    Very happy to see new paper in final format out! How development affects evolution. A thread: 1/10

    academic.oup.com/evolut/advanc

    #Evolution #EvoDevo #Maths #MathBio #Senescence #Plasticity #NicheConstruction #DevelopmentalBias #ExtraGeneticInheritance #Modelling

    #evodevo #modelling #extrageneticinheritance #developmentalbias #nicheconstruction #plasticity
  37. Mauricio González-Forero @[email protected] ·

    Very happy to see new paper in final format out! How development affects evolution. A thread: 1/10

    academic.oup.com/evolut/advanc

    #Evolution #EvoDevo #Maths #MathBio #Senescence #Plasticity #NicheConstruction #DevelopmentalBias #ExtraGeneticInheritance #Modelling

    #evodevo #evolution #maths #mathbio #senescence #plasticity
  38. Mauricio González-Forero @[email protected] ·

    New paper: How development affects evolution @journal_evo

    academic.oup.com/evolut/advanc

    #evolution #development #evodevo #Gmatrix #mathbio #plasticity #developmentalbias #nicheconstruction #extrageneticinheritance #senescence #ageing #evolutionarydynamics #adaptivedynamics #fitnesslandscape

    #fitnesslandscape #adaptivedynamics #evolutionarydynamics #ageing #senescence #extrageneticinheritance
  39. Mauricio González-Forero @[email protected] ·

    New paper: How development affects evolution @journal_evo

    academic.oup.com/evolut/advanc

    #evolution #development #evodevo #Gmatrix #mathbio #plasticity #developmentalbias #nicheconstruction #extrageneticinheritance #senescence #ageing #evolutionarydynamics #adaptivedynamics #fitnesslandscape

    #fitnesslandscape #adaptivedynamics #evolutionarydynamics #ageing #senescence #extrageneticinheritance
  40. Mauricio González-Forero @[email protected] ·

    New paper: How development affects evolution @journal_evo

    academic.oup.com/evolut/advanc

    #evolution #development #evodevo #Gmatrix #mathbio #plasticity #developmentalbias #nicheconstruction #extrageneticinheritance #senescence #ageing #evolutionarydynamics #adaptivedynamics #fitnesslandscape

    #evolution #development #evodevo #gmatrix #mathbio #plasticity
  41. Lynn Chiu @[email protected] ·

    #introduction

    Hello #ecoevo world!! I'm a philosopher of biology who collaborates with scientists on conceptual work for interdisciplinary and public-facing projects in #evodevo & #ecoevodevo.

    My project areas include #nicheconstruction, host-microbiome immunological interactions #holobionts, & the extended evolutionary synthesis #EES. I'm currently working on the proto-cognitive role of the gut complex & a #scicomm proj on inheritance #Mendel200. Also work comms for #KLIAustria :)

    #kliaustria #mendel200 #scicomm #ees #holobionts #nicheconstruction
  42. Lynn Chiu @[email protected] ·

    #introduction

    Hello #ecoevo world!! I'm a philosopher of biology who collaborates with scientists on conceptual work for interdisciplinary and public-facing projects in #evodevo & #ecoevodevo.

    My project areas include #nicheconstruction, host-microbiome immunological interactions #holobionts, & the extended evolutionary synthesis #EES. I'm currently working on the proto-cognitive role of the gut complex & a #scicomm proj on inheritance #Mendel200. Also work comms for #KLIAustria :)

    #kliaustria #mendel200 #scicomm #ees #holobionts #nicheconstruction
  43. Lynn Chiu @[email protected] ·

    #introduction

    Hello #ecoevo world!! I'm a philosopher of biology who collaborates with scientists on conceptual work for interdisciplinary and public-facing projects in #evodevo & #ecoevodevo.

    My project areas include #nicheconstruction, host-microbiome immunological interactions #holobionts, & the extended evolutionary synthesis #EES. I'm currently working on the proto-cognitive role of the gut complex & a #scicomm proj on inheritance #Mendel200. Also work comms for #KLIAustria :)

    #kliaustria #mendel200 #scicomm #ees #holobionts #nicheconstruction
  44. Lynn Chiu @[email protected] ·

    #introduction

    Hello #ecoevo world!! I'm a philosopher of biology who collaborates with scientists on conceptual work for interdisciplinary and public-facing projects in #evodevo & #ecoevodevo.

    My project areas include #nicheconstruction, host-microbiome immunological interactions #holobionts, & the extended evolutionary synthesis #EES. I'm currently working on the proto-cognitive role of the gut complex & a #scicomm proj on inheritance #Mendel200. Also work comms for #KLIAustria :)

    #introduction #ecoevo #evodevo #ecoevodevo #nicheconstruction #holobionts
  45. Lynn Chiu @[email protected] ·

    #introduction

    Hello #ecoevo world!! I'm a philosopher of biology who collaborates with scientists on conceptual work for interdisciplinary and public-facing projects in #evodevo & #ecoevodevo.

    My project areas include #nicheconstruction, host-microbiome immunological interactions #holobionts, & the extended evolutionary synthesis #EES. I'm currently working on the proto-cognitive role of the gut complex & a #scicomm proj on inheritance #Mendel200. Also work comms for #KLIAustria :)

    #kliaustria #mendel200 #scicomm #ees #holobionts #nicheconstruction