We are on the hedge of a paradigm shift. Leaders in businesses, communities and government/non-government organisations as well as schools, universities and other research and education institutions are under pressure to think and act outside their comfort-zone. This requires challenging the dominant cultural paradigm that determines meanings and allocates resources based on the logic of isolation and of opposition between apparently contradictory dimensions of the human experience and of social and economic arrangements. The first binary that needs to be challenged in order to pursue a more sustainable evolutionary mentality is the false separation of mind from body and the ensuing opposition of knowledge and experience.
The new call is to foster the potential capacity for creation inherent to every person and develop innovative collaborative methodologies. This is in line with the mantras of artistic practice and research. To grasp the embodied/connected dimensions of learning and shape successful visions for change, we can and perhaps should draw on the spontaneous and informal pedagogical spaces of art-making. This does not imply prioritising art over science but rather working towards bridging the divide between these two fundamental and complementary approaches to human progress. The bridge our world needs must connect each person perceptually and intentionally with the living body and, through this, also with others and with the environment in which we exist. We need to think and act as part of a vast and deeply embodied and interconnected relational field in a constant state of becoming.