Despite being a short piece, Kallis’s reading left me with a lot to reflect on. She made a compelling argument for a more sustainable and connected approach to living. The following quote is a nice starting point for discussion.
“When you make something, or even better, when you share the skills of making something with others, and people value that - it is an incredible thing, there is real worthiness to that.”
I agree that there is something special about teaching someone a skill, particularly when it’s one you are passionate about. Sharing knowledge empowers others and creates a bond and a shared sense of accomplishment. It turns the act of “producing” into a communal experience, where the value lies in the finished product and the process itself. I coach youth basketball and enjoy being able to pass on skills that lead to better team outcomes. Though, as the author suggests, I think much of my fulfillment is about deeper human connections. These intrinsic, meaningful exchanges lead to a greater sense of community for all actors involved. Bringing this perspective to the secondary classroom, this approach could look like students working together on hands-on projects, whether crafting, gardening, or other traditional skills, where they learn practical techniques and collaborate. Supporting one another could help develop a deeper sense of connection and collective responsibility.
The other phrase that stuck out to me in the reading was that we have “divested the responsibility of taking care of ourselves.” This certainly speaks to how our consumerism has disconnected us from the origins of what we use daily. We've outsourced many of our basic needs to mass production, making us increasingly reliant on unseen systems and weakening the necessary skills we use to sustain ourselves. I agree that this detachment diminishes self-reliance and weakens our relationship with the environment and each other. However, while the call to reclaim some of this space is worthwhile, it seems a bit overly romantic given the realities of modern life, where work, family, and other obligations leave almost no time for skill-building or self-sustenance. To me, it seems like there would need to be a significant shift in what society values before imagining backsourcing or unventing. I do not doubt that these concepts would manifest as self-reliance, a deeper connection to community and environment (and a revival of ancestral skills). Yet, the significant time investment required for these activities presents a major challenge within a society that values capitalism. For many (even most), balancing self-reliance and practical efficiency makes implementing Kallis’s vision desirable but difficult. I feel hesitant about being critical of this reading, but to me, it emphasizes the importance of finding realistic ways to integrate these practices into our time-constrained classrooms (and lives).
I connected the reading to the video on the Art and Geometry of rope making. Hearing the woman spinning yarn conveys feelings of connectedness from performing a simple task tied to the idea that there is a deep sense of fulfillment and mindfulness in creating something by hand. The skill and process of spinning yarn or rope-making builds a connection to the craft, materials, and environment. It reflects Kallis’s argument that making something for yourself fosters a stronger bond with your surroundings and a greater appreciation for the skills involved.
I hear what you're saying about time constraints. Sharon Kallis does this 'backsourcing' as her work in the arts, so she can take a year to forage, process and weave local fibres to make herself a pair of pants... But engaging in these processes even in minor ways does connect us with ancestral ways, as you've noted with Karen Barnaby, the spinner in the film.
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