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This  course  was  an  intensive  one;  students  learned  approximately  10  hours  a  day.  Daily  ac<vi<es  started  at  8  am  with  a  vegetarian  breakfast.  At  9m  the  fist  class  started.  Every  1.5  hours  students  had  20  minutes  short  breaks  and  a  long  break  (including  fruit  and  fresh  vegetables)  at  mid  morning.  At  2  pm  we  served  the  meals,  and  for  about  5  hours  we  had  the  same  break  dynamic,  which  included  a  long  coffee  break  at  mid-­‐aMernoon.    Every  class  included  a  lecture  and  prac<cal  learning.  We  had  a  group  dynamic  at  least  every  day;  this  way  student  can  feel  a  change  of  rhythm  that  let  them  relax  from  such  intensive  work.    These  dynamics  ranged  from  drum  classes,  peace  dances,  and  walks  to  the  mountains  to  reconnect  with  nature.  We  also  included  tradi<onal  sweat  lodge  were  student  connected  and  heal.  The  students  had  a  day  off  during  the  weekend,  most  of  which  went  for  a  walk  in  Tepoztlán  and  some  returned  home.    

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The  student  had  the  incredible  opportunity  to  interact  profoundly  with  some  of  the  habitants  of  the  ecovillage,  they  offered  evening  diners  with  instrument  session  where  Toña  Osher  teached  them  how  to  make  cocoa  the  natural  way  and  even  several  singing  and  dancing  bonfires.    At  least  two  nights,  students  had  the  opportunity  to  play  with  the  wide  instruments  collec<on  of  one  of  the  hosts.  So,  overall,  although  this  course  was  intensive,  students  had  a  wide  range  of  ac<vi<es  that  let  them  feel  a  liTle  bit  relaxed.  At  the  end  of  the  second  week  students  had  15  hours  of  design  <me.  They  worked  in  teams  for  their  project  (5  to  6  students  per  team).  One  of  the  facilitators  had  bought  a  land  extension  of  2  Ha  nearby  and  during  the  permaculture  design  class  the  students  visit  it  as  part  of  their  permaculture  design  class.  On  the  final  Project,  the  students  were  supposed  to  own  that  land  and  design  an  ecovillage  there,  one  that  included  an  economic  plan,  one  that  consider  the  community  around  them  in  way  that  they  were  inclusive,  that  respected  and  used  the  physical  proper<es  of  the  land  to  have  a  sustainable  ecovillage,  etc.  On  the  final  day  they  presented  the  projects  to  our  facilitators  team  and  with  the  facilitators  observa<ons  they  wrote  their  final  version  and  a  month  later  presented  their  final  projects  on  a  social  gathering  we  have  with  them.  It  was  an  intensive  teamwork  where  all  the  facilita<on  skills  they  learned  and  also  pa<ence  had  to  be  applied.  

This  course  was  design  in  a  way  that  almost  every  day  students  had  classes  form  at  lest  two  different  dimensions,  this  with  the  idea  to  interwine  the  different  themes  and  to    create  lighter  workdays.  

World  View  Dimension  Worldview  was  addressed  almost  en<rely  by  Alberto  Ruz,  member  of  Huehuecoyotl  Ecovillage  and  the  Rainbow  Caravan.  Alberto  talked  about  an  holis<c  life  approach  and  how  this  can  have  a  posi<ve  effect  in  the  world,  emphasizing  he  need  to  consider  everyone’s  needs.  This  was  amazingly  accepted  by  the  students  and  mo<vated  them  to  feel  and  think  this  way.    This  dimension,  encompass  spiritual  awakening,  one  of  our  strong  holds  in  Mexico.  The  abundance  of  sacred  knowledge  in  Mexico  from  the  ancient  cultures  make  the  goals  set  on  this  dimension  achievable.  The  Spiritual  theme  started  with  two  basic  elements  a  Temascal,  run  by  Andres  King  (indigenous  spirituality)  together  with  a  chat  and  Nature  Connec<on  in  the  forest  with  Veronica  Sacta.  This  dimension  had  a  lot  of  Group  dynamics,  drum  and  peace  dances  that  gave  the  course  an  easy  rhythm  to  follow,  always  in  between  of  deep  and  heavy  classes.  We  also  a  beau<ful  chat  about  awakening,  Veronica  emphasized  on  the  rela<onship  between  our  female  side  and  Mother  Earth.  This  was  one  of  the  favorite  dimensions  because  it  let  the  student  connect  to  one  another  and  to  mother  nature.  It  released  a  sense  of  love  and  bonding.    

Ecological  Dimension  The  favorite  in  all  courses.  This  dimension  was  well  managed  by  our  teachers.  Juan  Casillas  started  with  permaculture  values  and  Odin  Ruz  held  the  permaculture  design  class  and  prac<ce.  These  modules  represent  an  important  part  in  the  core  of  the  EDE.  Many  of  the  ecological  design  tools  are  given  through  this  class.  During  this  module  we  have  several  visits,  one  to  the  land  property  of  Odin  Ruz,  were  students  based  their  final  Design  Project;  they  also  visited  SARAR  Transforma<on  A.C.  a  company  specialized  in  sustainable  sanita<on  of  water.  The  facilitators  of  SARAR  also  directed  an  exercise  that  demanded  the  students  to  solve  sanita<on  issues,  and  rainwater  catchment,  on  two  houses.    

During  the  Bio-­‐construc<on  module  students  learnt  the  different  natural  building  techniques  and  had  a  chance  to  work  with  the  earth  and  build  a  cob  bench.  Lourdes  Malvido  from  EcoPueblo  Chalmita  had  a  great  impact  on  the  students.  She  gave  several  hours  of  the  ecological  dimension  during  the  two  weeks.  She  is  a  bio  construc<on  expert  linked  to  the  Ecovillage  movement.  

It  remains  daun<ng  to  cover  so  much  content,  with  prac<cal  ac<vity  during  so  liTle  hours,  this  <me  in  comparison  with  the  last  course;  student  felt  that  prac<cal  <me  was  balanced.  

One   of   the   most   enjoyed   ac<vi<es   as  parte   of   the   energy   class,   was   the  

construc<on   of   solar  dehydrtor,   one   that   the  students   formarly   gave   to   Toña  Osher  as  a  giM  during   the   last  day  ceremony.  As  well  ,the  Organic  Agriculture    was  enjoyed  profoundly,   they   learned   about   seedlings,  harves<ng  and  natural  plague  control.  This  was  one  of  our  best  rated  classes.  

Economic  dimension  

An  important  aspect  of  this  dimension  is  to  understand   how   the   world   economy   is  working  on  the  globaliza<on  trend  and  the  impacts   that   this   has   on   the   society   and  the   environmental   footprint.   Through  different   presenta<ons   and   dynamics  students   are   shown   the   real   value   of  money,   as   well   as   the   significance   of  abundance.   How   natural   resources   relate  to  a  greedy  pollutant  economical  system  or  a   posi<ve   sharing   system   were  

coopera<ves,   alterna<ve   money  and  exchanges  are  part  of   the  tangible   alterna<ves.   We   had  lectures  on  Alterna<ve  Economy,  Exchange  and   Coopera<ves,   all   of   this   in   order   to  present   to   students   an   alterna<ve   to   the  tradi<onal   Money   based   Systems,   and   let  them   understood,   thanks   to   several  exercises,   how   to   exchange   and   to   start  coopera<ve   projects.   This   was   a   well-­‐received  module;  it  was  improved  since  the  last  course  to  be  more  prac<cal  and  not  so  theore<cal.    

““I  really  appreciate  this  course,  I  expected  a  different  one  but  not  one  that  opened  my  heart  “    Itzani  Guerrero  

“It  is  really  amazing  being  able  to  share  such  experiences  with  people  in  the  same  path  as  us,  specially  young  people”  Ana  Sandoval  

“I  will  most  certainly  apply  all  I’ve  learned  here,  I  am  so  mo<vated  to  impact  in  my  community!”    Katalina  Guerrero  

Social  Dimension  

Different  teachers  addressed  this  dimension  and  although  it  was  covered  in  dept,  it  wasn’t  that  well  received.  Althought  Marisela  Vera,  a  cer<fied  Facilita<on  and  Consensus  prac<<oner  by  IIFAC  (Facilita<on  and  Consensus  Ins<tute)   covered   80%   of   the   this   dimension   themes,   students   felt   that   the   class   dynamic   and   rules   were  somewhat   imposed  by  the  facilitator  and  did  not  appreciated  a  class  prepared  that  formarly.  A  challenge  for  our  next  course  is  to  find  the  way  we  can  distribute  the  social  themes  in  a  way  that  students  find  it  fun,  and  that  include  more  exercises  and  not  so  much  theory.    We  had  lectures  on  bioregionalism;  through  different  learning  exercises  students  were  able  to  comprehend  the  connec<on  between  social  and  the  environmental  aspects  in  a  bioregion.  Alberto   Ruz   certainly   emphasized   on   how   to   create   community.   His   vast   experience   as   one   of   Huehue  founders,   the   founder  of   the  Visions  Council  Gatherings  and   the  Rainbow  Peace  Caravan  Village  blessed   the  course  with   an   excellent   example   on   how   to   unite   the   colors   of   the   rainbow   and   shine   on   a   common   fire.  Students  bonded  deeply  and  enjoyed  social  gatherings  at  least  twice  a  week,  we  even  celebrated  one  students  birthday  with  lots  of  smiles  and  laughter.  

Assessment   and   Key  Trends  

We   assessed   our   course   with  wriTen   ques<onnaires   because  none   of   the   students   answered  the   surveys,   there   was   no   such  commitment   by   their   part,   and  we   had   to   perform   a   wriTen  ques<oner  on  the  last  evalua<on  day   in   order   to   guarantee   the  evalua<on.   Approximately   96%  of   students   who   responded   the  ques<onnaire   expressed   a   high  sa<sfac<on   on   various   items  evaluated.   A   key   trend   of   the  

assessment   was   a   desire   of  more  <me  dedicated  to  prac<cal   training   for  the   ecological  dimension,   in   par<cular  bioconstruc<on,   they   felt   they  didn’t   learned  enough.    Another  cri<que  was  that  on  every  single  class,  the  teachers  asked  them  to  introduce   themselves   and  because   we   had   around   20  different   faculty   members   this  issue   represented   a   huge   waste  of   <me.   Overall   the   students  assessed  the  level  of  exper<se  of  the  teachers  as  outstanding.  And  despite   they   wished   to   deepen  more   in   each   topic   they   were  sa<sfied  by  the  course  level.  

New   Approaches   and  changes   implemented   based  on  past  experience  

-­‐The  main   change  we  did   since   last  course   was   that   we   incorporated  more   prac<cal   <me,   so   the   theory  and   prac<ce   was   balance   an  60%-­‐40%.  This  was  well  appreciated  and   we   did   not   received   any  complaint  about  the  prac<ce  hours.  -­‐We   incorporated   a   more  specialized   prac<ce   during   the  natural   building   class,   students  constructed   an   cob   bench   and   find  that  amazing.  -­‐The   menu   of   the   meals   changed  because   last   course   students   felt  that  there  was  no  variety.  -­‐   Last   but   not   least,   we   broadened  the   course   promo<on,   we   invested  more   <me   on   promo<ng   on  different   schools   and   magazines,  this   impacted   posi<vely   in   our  profits.  

Lessons  Learned  

-­‐This  <me  we  had   to   readapt   all  of   our   expenses,   we   diminish  around   a   20%   in   order   to   earn  enough  money   to  pay   everyone.  Almost  all  the  students  asked  for  more   than   20%   fee   discount,  which  impacted  on  our  economy.  Next   <me   we   will   search   for  government   grants   to   guarantee  more  scholarships.    -­‐We   organized   our   course   about  two   months   earlier   and   this  impacted   the   aTendance,   we  need   to   organize   it   with   more  <me  in  advance  and  this  can  help  the  previous  situa<on.  

-­‐A  liTle  more  ‘free  <me’  was  the  only  consistent  comment  on   the   feedback   survey.   A   liTle  more   ‘free   <me’   would   enable  the  par<cipants   to  explore  other  possibili<es   for   interac<on   with  host   community.   Changing   the  schedule   to   offer   a   longer   lunch  break  was  appreciated  in  week  5  and  could  be  a  paTern  to   follow  in   future   courses,   enabling  par<cipants   to   enjoy   longer   free  <me   for   exercise   and   personal  business.  More  <me  for  lunch  -­‐We   would   des<nate   more   <me  to  the  bioconstruc<on  theme.  

INCOME Tuition payment 20782

Total 20782 EXPEDITURES Teachers payment 5538 EDE Coordination 3461 Huehuecoyotl rent 1615 Additional house rent 269 Coordinators housing 250 Food 2692 Cookers payment 1538 Materials 648 Advertising 320 Other expenses 556 Taxes 1194 Organi-k A.C. share 1538.5

Total 19619 NET INCOME 1163