1. Searching for a new mode of community in social innovation initiatives Social innovation through social learning Dr. Iris Kunze Centre for Global Change & Sustainability at the University of Natural Resources and Life Sciences, Vienna, AT iris.kunze@boku.ac.at http://www.community-research.eu TRANSIT - Third integration workshop: Social Learning A Coruña, 8-9 June, 2016 www.transitsocialinnovation.eu

2. Social learning (Social) learning = processes of learning (acquiring information, knowledge, experience), between individuals and groups at the level of the initiative/network, but also beyond the initiative/network to the broader social context. Iris Kunze Political cartoon on the Swiss Socialist Party and the decisions last Sunday on asylum, milk cows -And basic income (Aargauer Zeitung, June 6, 2016, front page)

3. www.transitsocialinnovation.eu presentation I.Sociological perspective on community and social relations II.Ecovillages as case studies of social learning and transformative community III.Conclusions & further questions: Social learning and „community“ in TRANSIT cases Iris Kunze (BOKU)

4. Sociological diagnoses: community & society Two modes of social interaction (Tönnies 1887) : – community (personal relations) (informal) and – society (abstract, anonumous, purpose-driven) (formal) Transformative drive “societization”: – all communities transform toward societies (formalization) Weber (1925)  modern “loss of community”: liberalization from traditional, oppressive, small-scale communities.  modern societies afford individuals to choose their reli­gion, lifestyle, and occupation (Bauman (2000) Pathologies: “colonization of the lifeworld” Jürgen Habermas (1982) – Rationalization for the sake of system logic –  pathological effects of destroying and exploiting emotionally based trustful interactions 4 Dr. Iris Kunze, www.community-research.eu

5. 5 Social situation in western societies modern, individualized societies: 50% divorce rate; 36% Single-Housholds, in Megacities more than 50%  Old communities dissolve, replaced by institutions freedom, emanzipation, differentiation (culture, work etc.)  alienation, economic invasion of social life, isolation New social movements: Try to create new forms of living, solidarian economy, ecological lifestyle etc. Iris Kunze Counter movement from civil society

6. www.transitsocialinnovation.eu Empirical observations from community research and TRANSIT cases -Initiatives are searching for new modes of social relations to transcend the contradictions -Informal social relations („community“ ) re- emerging  grasrootsmovement  What is the role of social learning in this process?  (How) Does this process contribute to transformative social innovation? ? Iris Kunze (BOKU)

7. non-profit Profit public private GOVERNMENT THIRD SECTOR COMMUNITY MARKET formal informal The Hub 1 2 Ashoka Fab Labs 6 9 4 5 8 12 10 11 7 3 Living Knowledge Inforse Global Ecovillage Network Transition Towns Hacker Spaces Credit Unions DESIS-network Time Banks RIPESS www.transitsocialinnovation.eu 13 Slow Food Interface: community with market and government

8. www.transitsocialinnovation.eu Social learning, social innovation and community Observation in ecovillages: New modes of community and society Building of constructive social relations through social learning tools Experimental spaces for developing new kinds/modes of social relations Iris Kunze (BOKU)

9. 9 Wongsamit Ashram, Thailand Social learning is a main target with transformative ambition: regenerate social “An ecovillage is an intentional or traditional community that is consciously designed through locally owned, participatory processes to regenerate social and natural environments.” (GEN int. board 2012) Ecovillage ministry & network of ecovillages in Senegal Damanhur, Italy 7 Linden, Germany Tamera, Portugal Huehuecoyotl, Mexico Auroville, India Ithaca, USA; NY www.transitsocialinnovation.euwww.transitsocialinnovation.eu photos: Iris Kunze, GEN; www.community-research.eu Schloss Tempelhof, Germany

10. Intentional Communities & ecovillages: an ‘intensive case’ of social learning  Live & work together, community-based governance, collective decision making, shared property (cooperative, association, foundation), commons  formal structures are based on informal social relations The glue of ecovillages is social relation: –  90% of new ecovillage attempts ‘fail’ in first 5 years because of inner conflicts high need for “working” social relations and competencies Intense activities in learning and developing social learning tools 10 www.transitsocialinnovation.euwww.transitsocialinnovation.eu photos: Iris Kunze, GEN; Dr. Iris Kunze, www.community-research.eu Torri Superiore, Italy Niederkaufungen, Germany

11. 11 http://www.gaiaeducation.org/index.php/en/gaia-partners/gaia-education-worldwidehttp://www.gaiaeducation.org/index.php/en/gaia-partners/gaia-education-worldwide 22.08.14 “Carried out over 190 times in more than 34 countries on six continents since 2005. More than 5,000 people have participated in these design for sustainability courses.” II.2 The Ecovillage Design Education www.transitsocialinnovation.euwww.transitsocialinnovation.eu Dr. Iris Kunze, www.community-research.eu The EDE, Ecovillage Design Education, is a four- week introductory course in an ecovillage

12. www.transitsocialinnovation.eu „Ecovillage design education“ In the Social Dimension students learn... to create a common vision for a collective project to improve their communication skills to use consensus to make decisions that everybody can accept to deal with conflict and diversity of ideas, belief systems and worldviews to map the network of connections needed for their projects http://www.gaiaeducation.org/index.php/en/programmes/ede/learning- outcomes http://www.gaiaeducation.org/index.php/en/programmes/ede/learning- outcomes Iris Kunze “Some people and guests say it is the first time they feel really heard… an atmosphere, very open hearted… it is mind-blowing and heart-blowing… a lot of people go away completely transformed.” (Interview GEN2)

13. Art, Ritual, and Social Transformation impressions from GEN international conferences and meetings 13

14. www.transitsocialinnovation.eu How is it learned? “We have positive, real examples. Seeing a living example is much more valuable than talking. Living the change.” (GEN5) “The emotional level is crucial. “The Forum” is central as a learning method for going through your own processes. Singing and massaging each other: these are small non-mental activities.” (Interview GEN5) “learning by doing. Not only focus on mental learning, but hands-on experience, the whole person. Of course we also have lots of technical courses like straw bale house building.” (GEN5) Host social learning processes, (participation in courses, trainings, workshops, learning programs) sharing and exchanging (reflecting and evaluating); documenting and publishing types of learning (experimental, experience based, physical space for learning) creating experiences in daily living in ecovillages: Protected spaces of trust and (informal) social rules: membership rules Iris Kunze

15. 15 Social learning : “Teach” newcomers social competencies, awareness, responsibility for the community, the shared properties etc. Condition to join ecovillages: Readiness for social-psychological learning (7Linden affirmation members agreed on: “I learn from what is facing me”) Example „tribe Füssen“ www.likatien.de www.likatien.de Different circles of commitment for power, responsibility and trust. www.transitsocialinnovation.euwww.transitsocialinnovation.eu Dr. Iris Kunze, www.community-research.eu Laboratories for new social relations: Protected social space Access and membership rules Example Ökodorf7Linden: Common ground board

16. Interpreting learning processes in ecovillages: Transformative social learning and socialization processes: cultivating a new mode of community Intentions, aims, values Personal relationships Community building: (in)formal commitments, governance: consensus, sociocracy social competencies through social learning tools (facilitation, conflict resolution etc.) Laboratory of constant social learning  Community as a manifested form: practices, housing, rules Clients, other companies Eco-Companies Education, media, Seminars Dissemination of practices: Ecovillage visitors/ year: Findhorn/GB: 8.000 Schloss Tempelhof/DE: 6.000 Etc. Social and political engagement Graph: Iris Kunze, 2007 Dr. Iris Kunze, www.community-research.eu UN training center for local authority Findhorn ecovillage

17. Social and Cultural crises Game Changers Diverse, individualistic, just, intergenerational Community: Space for Social Innovations Social Innovations ecomic crisisclimate change new forms of ownership, business models, exchange new life-style practices, low impact consumer habits “new, social economy” “low impact living” “community, personal growths” System Innovations in: health & well-being| food & agriculture | energy | transport| water| finance System Innovations in: health & well-being| food & agriculture | energy | transport| water| finance n a r r a t i v e s o f c h a n g e n a r r a t i v e s o f c h a n g e Graph. 2.2: Five shades of change and innovation in the ecovillage of Schloss Tempelhof (source: TRANSIT and Iris Kunze) Towards a New Culture of Respon- sibility, Community and Trust

18. Conclusions and Propositions…? GEN/Ecovillages host/organize social learning processes Effect: Social learning increases social competencies which lead to social innovation Revival/ reinvention of community in a new mode, transforming modernity:  hybrids of informal and formal social relations  re-emerges from basic socio-psychological human needs?  incl. Individual freedom: voluntary, intrinsical motivation 18 www.transitsocialinnovation.euwww.transitsocialinnovation.eu Dr. Iris Kunze, www.community-research.eu Kommune Niederkaufungen, DE Schloss Tempelhof, DE

19. www.transitsocialinnovation.eu Revision of sociological theory? Interpreting the observations to sociological theories: Societization, formalization is still up to date And: Countermovement to „societization“  in the social innovation initiatives

20. www.transitsocialinnovation.eu Further issues to explore for a paper New mode of community. Social innovation through social learning How far is social relation and “community” a driving motivation for voluntary engagement? Questions to our TRANSIT cases: Can you observe the creation of new modes of community in other TRANSIT cases? Does the initiatives e.g. foster community and encourage people to develop a sense of belonging? Can you observe socially innovative tools of social learning? Thank you! Dr. Iris Kunze iris.kunze@boku.ac.at http://www.community-research.eu Centre for Global Change & Sustainability at the University of Natural Resources and Life Sciences, Vienna, AT

21. www.transitsocialinnovation.eu Thank you! Dr. Iris Kunze iris.kunze@boku.ac.at http://www.community-research.eu Centre for Global Change & Sustainability at the University of Natural Resources and Life Sciences, Vienna, AT

22. Summarizing conclucions: New mode of community. Social innovation through social learning 22 Spaces for de-colonialization (revers Habermas) and reclaiming of the life world: – De-commercialization of social relations – Social relations are base for governance: social Forum Kommune Niederkaufungen, DE Ecovillages are searching for and working on New modes of social relations  community: incl. individual freedom, an „upgrade“ to traditional communities -  In a globalized world of change and insecurity, community needs to be more than a collective of like- minded people but rather a pluralistic community of mutual sharing and welfare. Schloss Tempelhof, DE www.transitsocialinnovation.euwww.transitsocialinnovation.eu Dr. Iris Kunze, www.community-research.eu

23. www.transitsocialinnovation.eu Further issues to explore for a paper Can we find similarities with other TRANSIT cases concerning the creation of new modes of community? How does social learning methods really trigger transformative social innovation in “our” initiatives? What is the actual transfer of knowledge and life style out of the networks (e.g. ecovillages)? Questions to our TRANSIT cases: How far is social cohesion, personal relationships and a sense of community a driving motivation for voluntary engagement? Does the initiatives e.g. through the governance and meeting structures foster community and encourage people to develop a sense of belonging? Does the initiatives live new modes of social relation? Iris Kunze (BOKU)

24. www.transitsocialinnovation.eu Phases of ecovillage development steps of social learning for the initiative (1)Intention: motivation, identity of being part of a world-wide movement (2)Foundation: setting up a legal entity and finding names for their initiatives (3)Growing: Enthusiasm, engagement and attraction of new people (4)Networking: Connecting with like-minded people and movements: searching for exchange and collaboration (5)Dissemination: Receiving external attention; teaching innovations and experiences (6)Formalization: Internal re-structuring; conflicts, disillusionments; shift to realistic action strategies (7)Mainstreaming: Practical collaborations; extracting and spreading innovations Iris Kunze

25. Ecovillages as fields for innovative social relations 1. Intentions – Values: cooperation and sustainability, intrinsically motivated : personal ‘life transitions’ (Kirby, 2003) – Pluralism: „unity in diversity“, embracing different life styles, religions, etc. (avoidance of dogmatism, also in terms of ecology) (Kunze 2006/ 2009) 2. Community building & conflict resolution – Investing time and effort for ‘good’ social relations: regular practice of social methods (e.g. non-violent communication, social forum, we-process), team building, community work activities, projects, festivals, celebrations. – community building is core: base of trust, stability, tolerance, engagement; (emphasise the importance of individual readiness and personal growths) 3. Realized in participative community structures Survey: 113 communities in Germany (Dierschke/ Kunze et al. 2006): – 62%: land and housing properties owned by the community unit – 69%: organized as charitable, non-profit units, with all residents as members – > 80 % elaborated forms of decision-making methods for balancing influence, responsibility & effectedness 4. Transfer of skills & knowledge – Education centers of social skills – Exchange of knowledge between ecovillages in industrial and developing countries by trans-national networks (Global Ecovillage Network) 25 Dr. Iris Kunze, www.community-research.eu

26. www.transitsocialinnovation.eu Social Relations and daily life in communities Works with relations between people in communities in their daily life Alternative ways to our current systems and ways of living is at the core of these networks Time Banks GEN Transition Towns Co-housing Seed Movement Slow food INFORSE Basic Income Iris Kunze (BOKU) Social learning in TRANSIT cases (TRANSIT Deliverable D 4.4 draft)

27. www.transitsocialinnovation.eu Who learns from whom? -Politicians from ecovillages: UNITAR training center in Findhorn ecovillage to train local authorities about community-based sustainability governance -Ecovillages from other ecovillages (between Global North and South and in National Networks) -New initiatives in the founding process and external guests from experienced ecovillage activists/ community coaches (Findhorn, Tamera, Tempelhof etc. host about 8.000 visitor nights/year) Iris Kunze

28. www.transitsocialinnovation.eu “ Module 1 - Building Community and Embracing Diversity discusses the basics of building community, and teaches values and skills that help foster an atmosphere of trust. Module 2 - Communication Skills and Decision Making is a journey into learning the art of decision making, conflict management, and the effective facilitation of groups. Module 3 - Leadership and Empowerment offers lessons in distinguishing between ‘power from within’ and ‘power over,’ and developing leadership skills as an important part of taking responsibility. Module 4 - Art, Ritual, and Social Transformation describes how communities and individuals can awaken their creative powers of celebration. Module 5 - Education, Personal Networks and Activism Takes a Look at the dimensions of knowledge and awareness that connect us to past and future generations, as well as to communities all around the globe. “ http://www.gaiaeducation.org/index.php/en/resources/publications Iris Kunze „Ecovillage design education“ the social learning dimension modules

29. 29

31. 31 A method/ an existing field to research on social innovations for sustainable social relations A ‘social space’ or social system with finances or shared properties People constantly work on improving the social relations a field for constant transformation and development in order to improve the social relations & and development constant task to transform existing problems of society, test new ways as pioneers socio-ecological as a striving harmony between humans themselves, in communities and societies and with nature Transformative methods of socio-sustainable research socio-ecological transformation experiment Iris.kunze@uni-muenster.de www.uni-muenster.de/Gemeinschaftsforschung 4. results

32. Further research questions How to identify the danger of commercialization of social relations (‘colonialization of the life world’ (Habermas))  Are there guiding values of social relations in the social innovation networks we are looking at? To study the global networks/ local manifestations as an alternative discourse on social relations What is the actual transfer of knowledge and life style out of the networks (e.g. ecovillages)? What research methods can capture social relations? 32 www.transitsocialinnovation.euwww.transitsocialinnovation.eu Dr. Iris Kunze, www.community-research.eu

33. II.d Global Ecovillage Network (GEN) Ecovillage discourse on sustainability: “Holistic” approach to sustainable living in 4 dimensions 1. Worldview: transforming of consciousness, socially engaged spirituality etc., empowerment responsibility 2. Social: building community, communication, facilitation & conflict resolution, regional and global outreach, personal empowerment etc. 3. Ecological: green building, appropriate technology, local food, restoring nature etc. 4. Economic: social enterprise, regional networks, interest free currencies etc. „Ecovillage design education“, Global Ecovillage Network (GEN): a four-week comprehensive course to the fundamentals of Ecovillage Design for Urban and Rural Settlements. Endorsed by UNITAR (United Nations Institute for Training and Research). 21.09.05. 33

34. www.transitsocialinnovation.eu II. 3 Ecovillages: sustainability facts A number of ecovillages has been surveyed concerning their energy consumption and ecological footprint: -28- 42 % of the German average (Simon et al., 2003) -21,5 - 37% of the UK average (Dawson, 2006). While proving increased life quality conditions in terms of security, choice of lifestyle, co-existence with others, working freedom and combining work and family live (Karl-Heinz Simon et al. 2003) http://www.usf.uni-kassel.de/glww/ Dr. Iris Kunze, www.community-research.eu

35. www.transitsocialinnovation.eu Graph: Iris Kunze (source: website gen-ecovillage.org and photos: Iris Kunze) Empirical observations in Intentional communities and ecovillages Dr. Iris Kunze, www.community-research.eu A third of average footprint/person in UK and DE; Increased life quality ( http://www.usf.uni-kassel.de/glww) http://www.usf.uni-kassel.de/glww Social transformative methods: individual, community building, gras root governance Education centres in the large ecovillages around the globe Voices of scientists on intentional communities: Revitalization Movement (Brown), Developmental communalism (Lockyer), Social-ecological transformation experiments (Kunze), Transformative social innovations (Kunze/ Avelino in TRANSIT)

36. Demand for ‘ecovillage living’ is increasing: many new attempts, hard to estimate (Christian 2003; Eurotopia directory of communal living) 90% of new ecovillage attempts ‘fail’ in first 5 years – inner conflicts (social relations), affordable land & real estate, planning permissions, maintain self-sustaining local economies, clash with established regulations, etc. – But: > 1000 ecovillages ‘succeed’… Social experiments: – Increasing life quality (security, self-determination, flexibility) while decreasing ecological footprint (35% of UK and Germany avarage) (Simon et al., 2003) – Team building, decision making, responsive governance methods, non-profit charities as land-owners (Kunze 2012) Intentional communities as living laboratories of social relations 36

37. www.transitsocialinnovation.eu Social learning (Social) learning = processes of learning (acquiring information, knowledge, experience), between individuals and groups at the level of the initiative/network, but also beyond the initiative/network to the broader social context. What is social learning and transformative social innovation for the initiatives? What is learned? knowledge, experiences and skills, values etc. How is it learned? Learning methods and processes (reflecting and evaluating), creating experiences, sharing and exchanging; participation in trainings, courses, workshops, learning programs, documenting and publishing types of learning (experimental, experience based, physical space for learning) Who learns from whom? Learning actors (embers, external guests, target groups, e.g. politicians, students, school children)  Example of ecovillages because they are a “thick” and intense case of social learning and new modes of community Iris Kunze

38. www.transitsocialinnovation.eu Who learns from whom? mutual learning between activists from Global South and North “GEN fosters respectful approaches of communication between people from the global North and South - in GEN mostly urban, educated Western people, with traditional, indigenous tribal people” “The new thing really is the relationship. For so long there was such a gap… racism, rejection of the old, colonialism: now there is acknowledgement… that is a really an interesting dynamic, recovering the old medical practices, agricultural techniques and spirituality ” (Interview GEN4, from Latin American Network). Iris Kunze (BOKU)

39. Social Pathologies & Dilemmas of modernity “colonization of the lifeworld” Jürgen Habermas (1982) – Rationalization for the sake of system logic –  pathological effects of destroying and exploiting emotionally based trustful interactions In their search for communality, modern individuals face a variety of dilemmas (Manfred Prisching 2008) freedom versus commitment; spontaneity versus consistency; creativity versus consumption; adventure versus the humdrum of daily life 39 Dr. Iris Kunze, www.community-research.eu

41. A dynamic multi-level perspective on system innovations Multi-level Power-in-Transition Framework (Multi-PIT), (Avelino 2011, 2009, Avelino & Rotmans 2009, 2011),

42. www.transitsocialinnovation.eu Questions to social relations & social innovation What kind of social innovations are needed for social relations to include the positive effects of individualization? freedom, emanzipation, differentiation (culture, work etc.) At the same time: its negative aspects should not just be substituted, but need to be transformed.  alienation, economic invasion of social life, isolation Dr. Iris Kunze, www.community-research.eu

43. community- building governmental institutions Grundmann & Kunze (2006), Kunze (2009) Societies, governmental & institutional structures are results of social processes (Communalism) observe Colonization of the life world (Habermas) Ecovillage aim: Institutional structures to support environmental, individual and communal needs or “The Social Dimension” …of sustainablity families urban neighborhoods (eco)villages

44. “…utopian vision for the future, make ICs the ideal social movement entity” (Schehr 1997: 174) ‘cultural critique’ / ‘revitalization movement’: based on individual decision to change his “mental image of society and its culture” (Brown, 2002) while “natural” communities (like families) tend to subordinate to society, intentional communities strive for intervention and creation of society (Grundmann 2006) “Developmental communalism: dynamic nature of intentional communities: they must be examined in terms of the process of striving for their utopian visions (Lockyer 2007: 397). ‘social-ecological transformation experiments’: provide ‘transformative knowledge’ instead of fixed models; (Kunze, 2009, 2012) Transformative social innovations (Kunze/ Avelino 2015) II. 4 Potential of ecovillages & intentional communities voices of scientists Dr. Iris Kunze, www.community-research.eu

45. www.transitsocialinnovation.eu AspectsConnection with community Space for individual realization and freedom 1.Priority category, very strong, without statistical spread Cosy nest 1.Priority category, strong with some statistical spread Encounter and reflection 2.Priority category with some statistical spread Pressure (limitations, peer pressure) Not seen as connected with community with middle statistical spread Results from an explorative Internet survey (Grundmann/ Kunze 2011) Survey data: A survey amongst community interested people dissemination in serveral German speaking community forums, Journal Oya. N=366; 30% living in community Gemeinschaftsforschung.uni-muenster.de/ II. 2 Individual dimension of the ecovillage movement Internet survey: „Which qualities are connected to community in your personal opinion?“ a theme guided cluster analysis could extract the following four aspects: Dr. Iris Kunze, www.community-research.eu New mode of community: individual freedom - in opposition to traditional communities -communication, mutual understanding -instead of subordination

46. 46 What is a sustainable way of living? 1.Ecologic: in balance with natural resources and biosystems 2.Social and economic: society and communal structures and access to wealth are just, fair and ruled in a more human-appropriate way 3.not based on renunciation or moral restriction, but on individual freedom, social justice and life quality. Info@iriskunze.com www.Gemeinschaftsforschung.uni-muenster.de/

47. 47 Intentional community movement, incl. ecovillages Regularly meeting to found communites in Germany Directories: www.eurotopia.de www.ic.org e.g.: two networks Bottom-up movement “Global Ecovillage Network was founded in 1995 „Fellowship Intentional Communities“: Definitions: Intentional Community“ is an inclusive term for e.g.: Communes Ecovillages Co-housing-projects Kibbuzim Numbers: 200 umbrella organizations and networks, 3,750 individual communities and over 350,000 people living together. (www.fic.org )www.fic.org Info@iriskunze.com www.Gemeinschaftsforschung.uni-muenster.de/

48. 48 The Ecovillage Movement Directories: www.eurotopia.de www.ic.org Bottom-up movement “Global Ecovillage Network” was founded in 1995 global grassroots network of local ecovillages for exchange of experiences of ecovillages and traditional villages. Education centers for sustainable living Politicians take advice for communal eco living practices. Numbers: GEN has about 400 local ecovillages as members worldwide including app. 130 in Europe. 200 umbrella organizations and networks, 3,750 individual communities and over 350,000 people living together. (www.fic.org )www.fic.org Info@iriskunze.com www.Gemeinschaftsforschung.uni-muenster.de/ GEN has 3 local coordinators in Europe/Africa, Asia and the Americas: red dots ; local ecovillages are found in nearly all parts of the world, clusters as blue dots

49. II. 1 The Ecovillage Movement Directories: www.eurotopia.de www.ic.org “Global Ecovillage Network” was founded in 1995 global grassroots network of local ecovillages for exchange of experiences of ecovillages and traditional villages. Education programs and centers for sustainable living Politicians take advice for communal eco living practices. “An ecovillage is an intentional or traditional community that is consciously designed through locally owned, participatory processes to regenerate social and natural environments. The four dimensions of sustainability (ecology, economy, the social and the cultural) are all integrated into a holistic approach.” (GEN international board 2012) Numbers: GEN has about 400 local ecovillages as members worldwide including app. 130 in Europe. 200 umbrella organizations and networks, 3,750 individual communities and over 350,000 people living together. (www.fic.org )www.fic.org GEN Europe team at GEN Conference 2014 Dr. Iris Kunze, www.community-research.eu

50. www.transitsocialinnovation.eu AspectsConnection with community Space for individual realization and freedom 1.Priority category, very strong, without statistical spread Cosy nest (mutual understanding, like-minded, savety, common values, responsibility) 1.Priority category, strong with some statistical spread Encounter and reflection (critics, permanent change, encounter of different-minded people) 2.Priority category with some statistical spread Pressure (limitations, peer pressure) Not seen as connected with community with middle statistical spread Results from an explorative Internet survey (Grundmann/ Kunze 2011) Survey data: A survey amongst community interested people dissemination in serveral German speaking community forums, Journal Oya. N=366; 30% living in community Gemeinschaftsforschung.uni- muenster.de/ II. 2 Individual dimension of the ecovillage movement Internet survey: „Which qualities are connected to community in your personal opinion?“ a theme guided cluster analysis could extract the following for aspects from the answers: Dr. Iris Kunze, www.community-research.eu

51. www.transitsocialinnovation.eu (source: http://ecoscenography.com/ecological-thinking/ )http://ecoscenography.com/ecological-thinking/ From a mechanistic worldview to an ecological worldview

52. 52 Empirical deduced qualities of socio- ecological transformationexperiments Intention/ philosophy/ culture: striving for a socio-ecological way of living pluralistic philosophical/ spiritual philosophy or common ground Structures: decentralised, democratic consensus decision structures flexibility of structures and common ground self organisation in most of the areas and needs (energy, housing, economy, education, social network etc.) Social practices: learning and practicing of social competence and communication dialogue and collaboration with society, working as model or education project Experimental approach: experimental openness in most of the areas, mainly in social regulation structures  processes of community and organisation building reflection, evaluation of the community project, also in connection with society and environments 4. results Dr. Iris Kunze, www.community-research.eu

53. www.transitsocialinnovation.eu DRIFT (Coordinator) Erasmus University of Rotterdam, the Netherlands 3S-group University of East Anglia, United Kingdom ICIS University of Maastricht, the Netherlands IHS Erasmus University of Rotterdam, the Netherlands ULB-CEDD Université Libre de Bruxelles, Belgium AAU Aalborg University, Denmark SPRU University of Sussex, United Kingdom IEC-UNQ Universidad Nacional de Quilmes, Argentina COPPE Rio de Janeiro Federal University, Brasil People-Environment Research Group Universidade da Coruna, Spain BOKU University of Natural Resources and Life Sciences Vienna, Austria ESSRG research and development SME, Hungary Contact: scientific coordinators Flor Avelino & Julia Wittmayer (DRIFT) Partners https://www.facebook.com/transitsocialinnovation @TransitSI https://www.linkedin.com/transitsocialinnovation transit@drift.eur.nl

54. www.transitsocialinnovation.eu Slide with partners logo’s – use as needed/ delete this slide