[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597355-105":59,"doc-detail-597355-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","educating-for-a-revitalization-of-the-cultural-commons-article","Educating for a Revitalization of the Cultural Commons - Article","","Discusses how cultural commons in rural, urban, and diverse communities transmit intergenerational knowledge and skills that support more mutually sustaining lives with less dependence on consumerism and a smaller ecological footprint. Explains why public schools and universities downgrade largely non-monetized knowledge and how traditions of community self-sufficiency are transformed into markets that increase reliance on a money economy. Argues cultural commons will grow in importance as industrial consumer culture collapses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educating-for-a-revitalization-of-the-cultural-commons-article/597355/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educating-for-a-revitalization-of-the-cultural-commons-article/597355.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are “cultural commons” according to the article?","Question",{"text":112,"@type":113},"They exist in every community and include activities, knowledge, skills, and patterns of mutual support that do not rely on a monetized economy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article say public schools and universities treat intergenerational knowledge as low status?",{"text":117,"@type":113},"It argues they perpetuate “double binds” by privileging high-status, abstract, context-free knowledge while overlooking knowledge developed through face-to-face mentoring and moral reciprocity.",{"name":119,"@type":110,"acceptedAnswer":120},"What does “enclosure” mean in the context of cultural commons?",{"text":121,"@type":113},"It refers to transforming freely shared cultural aspects into privately owned commodities or services that must be purchased, often under the banner of progress and economic growth.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597355,1792210665,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Educating for a Revitalization of the Cultural Commons  \nChet Bowers, Professor Emeritus, Portland State University and Courtesy Professor of Environmental Studies, University of Oregon, United States  \nAbstract  \nThis article discusses how the cultural commons that exist in every community, both rural and urban, carry forward the intergenerational knowledge and skills that enable people to live more mutually supportive lives that are less dependent upon consumerism and that have a smaller ecological footprint. Also discussed is why public schools and universities have relegated the intergenerational and largely non-monetized knowledge and skills to low status, as well as the different ways in which the traditions of community self-sufficiency are being transformed into new markets that lead to greater dependency upon a money economy. The cultural commons began with the first humans, and will become increasingly important as the industrial/consumer culture continues to collapse.  \nRésumé  \nCe texte examine comment les groupes culturels qui existent dans chaque communauté, à la fois rurale et urbaine, transmettent les connaissancesintergénérationnelles et le savoir-faire qui rendent les gens capables de vivre en s’apportant mutuellement un plus grand soutien, en étant moins dépendants de la consommation et en laissant une plus petite empreinte écologique. On discute aussi de pourquoi les écoles publiques et les universités ont relégué les connaissances et les compétences intergénérationnelles et peu monnayables à un statut inférieur, également les différentes façons par lesquelles les traditions de communautés auto suffisantes sont transformées en nouveaux marchés ce qui mène à une plus grande dépendance envers une économie monétaire. Les groupes culturels sont nés avec les premiers humains et deviendront de plus en plus importants alors que la culture industrielle/consommateur continue de s’effondrer.  \nKeywords: intergenerational knowledge, community self-sufficiency, nonmonetized wealth, enclosure, small ecological footprint  \nThe “cultural commons” are not an abstraction, but rather exist in every community: rural, suburban, urban, tribal, wealthy, impoverished, religious, secular, north, and south. Within different communities the cultural commons include activities, knowledge, skills, and patterns of mutual support that do not rely on a monetized economy. In non-Western cultures, where the monetized economy may consist of just a few dollars a day, the cultural commons are what sustain daily life. The cultural commons in communities across North America include the intergenerational knowledge, skills, and activities that  \n196 Canadian Journal of Environmental Education, 14, 2009  \nrange from how to prepare and share a meal, to healing practices, creative arts, narratives and ceremonies, craft knowledge and skills, games and outdoor activities, and political traditions such as civil liberties and democratic debate. Each of these categories encompasses a depth of embodied knowledge and relationships that would take many papers to fully describe. Clearly there is not a single description that fits the diversity of the world’s cultural commons. And while the cultural commons of some communities include traditions of discrimination and violence toward marginalized groups, many aspects of the cultural commons of even these communities may have little adverse ecological impact.  \nWe are caught in Western cultures in a series of double binds. For example, success in expanding the economy is further reducing the viability of natural systems; students who graduate from public schools and universities are becoming increasing addicted to finding their sense of community in cyberspace instead of in face-to-face, intergenerationally connected communities where they could learn the skills and discover talents that lead to nonmaterial forms of wealth and mutual support; and current foreign policies are directed at Westernizing other cult","cbCait363xQX2jAY","https://ap.wps.com/l/cbCait363xQX2jAY","pdf",64109,"English","# Abstract\n## Cultural commons and intergenerational mutual support\n## Education systems and “high-status” knowledge\n## Double binds in Western cultures\n## Enclosure and the commodification process","[{\"question\":\"What are “cultural commons” according to the article?\",\"answer\":\"They exist in every community and include activities, knowledge, skills, and patterns of mutual support that do not rely on a monetized economy.\"},{\"question\":\"Why does the article say public schools and universities treat intergenerational knowledge as low status?\",\"answer\":\"It argues they perpetuate “double binds” by privileging high-status, abstract, context-free knowledge while overlooking knowledge developed through face-to-face mentoring and moral reciprocity.\"},{\"question\":\"What does “enclosure” mean in the context of cultural commons?\",\"answer\":\"It refers to transforming freely shared cultural aspects into privately owned commodities or services that must be purchased, often under the banner of progress and economic growth.\"}]","Educating for a Revitalization of the Cultural Commons - Article | PDF",1792084864,13]