Superb! I'd love to write about that!!
Process on The Permaculture Student 2:
So my process is I made volume 1 to be a clear, academic reference, so the definitions are based entirely on principles and examples are more generalized and the entire form of the piece streamlined because I didn't include data figures, detailed examples, and detailed, conditional situations all of which come with application, right? So the first volume is really an introduction that is a perfect foundation for all permacultural understanding. That's part of why it took over 500 editors. The process this time has actually taken much longer as I've had to get more information and education often from the experts themselves or the expensive textbooks that all of us hesitate to buy (well I bought them since I'm a business and it's a tax write off!!
) I've been sourcing the most recent, up-to-date books that take Bill Mollison's great work and updates sections, adds sections, and rewrites sections. Here are just a few examples: we have an entire Fungi chapter and it will be reviewed by Peter McCoy, author of Radical Mycology, we'll have an alternative energy section reviewed by Troy Martz and the Ernie & Erica Wisner, I've rewritten much of what Bill wrote on soils simply because of Dr. Elaine Ingham's groundbreaking (pun intended) research, we'll have a large landscape repair section checked over by Neal Spackman who will also be looking over everything, and we will be included Holistic Management for Decision Making & cattle management as well as Keyline according to Darren Doherty. There are literally dozens of experts involved. Many of the folks from the last book are also helping again - it's really exciting. This book will include information from Eric Toensmeier's new book Carbon Farming
as well as Priority One
by Alan Yeomans (yes, PA Yeomans son!!) as well as The Urban Farmer
by Curtis Stone and the Permaculture City
by Toby Hemenway.
My process is basically what it was as a teacher: identify the key criteria, organize it so that it is as widely understandable linguistically yet keeping it on grade level cognitively, organize it in a framework that builds structured meaning as you learn, iterates to remind without being repetitive, and is rooted in real-life examples that pair with principles to give students a working example that they can apply to new situations. I am in essence a filter and a picture frame. The least influence I have over the truth the better; I just need to get out of the way between the truth & their consciousness.
Hopefully that makes sense
Building without Repeating:
Since I've always been sourcing richer materials than what I put out, and because I've been teaching at different levels for so long, I was able to just move up a cognitive level & expand the content without much difficulty.
All in all it's really really exciting!
I hope you all check it out! I'm trying to keep it as current and as thorough as possible by including everyone on the scene in its construction and review.