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Unbounded Organization Academy brings a wide range of skills, experience and new ways of thinking to the problem of Biosphere collapse. Our focus is on on the transformation of human activity toward a world that supports all of us, and all of life.

Gavin Andersson

Gert van der Westhuizen

Gert is an educationist, researcher, and development facilitator who holds a D.Ed. from University of Northwest, South Africa. He was educated as language teacher and studied in the fields of Psychology of Education, teacher education, education policy and research methodology. Post-doctoral, sabbatical and Fulbright studies include reading research at the University of Michigan,  and evaluation research on the transformation of higher education at the University of Massachusetts Amherst. 

Gert’s work experiences include serving as teacher educator in four South African higher education  institutions, deputy director and academic programme coordinator at the University-based NGO called Centre for Community Development, and HOD of the Department of Educational Psychology at the University of Johannesburg.

Initiator and designer of undergraduate university programmes in moral development, adolescent development, learning theories; postgraduate programmes on cognitive education, psychology of learning, and professional learning programmes for university lecturers on mentoring, contextualising research. 

Research projects completed include studies of learning conversations in school, university and community settings, Mentoring of professional learning, Community knowledge holding and sharing. Co-author of books on the psychology of learning, learning conversations, and mentoring in professional learning. Guest Editor of the Journal of Psychology in Africa on the theme of indigenising Educational Psychology.

Served as evaluator of teacher education colleges in Zimbabwe, the skills audit of the Zimbabwe open University, the national primary teacher education project in SA, and various education programmes in South Africa. Evaluation research include writings on theory of change evaluation, evaluations of Transformation of Higher Education, and activity theory and the first steps of policy implementation.

Research methodologist and educator, specialising in grounded theory work, PAR, discourse analysis and ethnomethodology. Workshops offered on contextualising research, decolonisation, and transformative designs.

Cohort research on Cognitive Justice in Education with Catherine Odora Hoppers, Bjorn Astrand on  Emancipatory learning in higher education research, the Global imperatives for Ethics of Practice in Teacher Education, and Inclusive Education in Practice: International Perspectives on Curriculum Change. Presentations at SAERA International Conference on Decolonisation of Research and Teacher Education. 

Research associate of the Unisa College of Education, and Fellow to Prof. Catherine Odora Hoppers’  Unisa SARCHI Chair of Development Education and the Global Institute of Applied Governance of Science, Knowledge Systems and Innovations

Current inquiries on dialogic learning, moral development, and cognitive justice in education.

Howard Richards

Studied at Yale, Oxford, Harvard, University of California at Santa Barbara, University of Toronto and Stanford Law School; holds three earned doctorates in Education, Philosophy and Law; served as the first volunteer attorney for the late Cesar Chavez in Delano, California in the early 1960s and Speaks Spanish, French German and English; Founded the Global Peace Studies Program and is Research Professor of Peace and Global Studies at Earlham College; co-chair, Global Political Economy Commission of the International Peace Research Association, affiliated with UNESCO; presents teach-ins worldwide about the historical and theoretical background, issues and solutions to the global economy; founded the Transformative Learning Centre (think-tank on the new economic paradigm); formed the Soul Community—based on the new model of economic sustainability; works with the International Association of Educating Cities mainly in Rosario, Argentina to create communities of economic solidarity, the heart of the new economic paradigm; currently writes about Gandhi in relation to scholar activists such as Amartya Sen, Foucault, Vandana Shiva, Tariq Ali and Arundati Roy; travels via mass transit, bicycle, carpool and walking in exclusion of a personal automobile since 1990; chooses to eat from low on the food chain (vegan); resides in Chile where he resided before during and shortly after the 1973 Chilean Military coup d’e´tat with activist partner, Carolina Richards.
“Understanding the world through participation in and engagement with it helps us see how to improve our world.”

Magnus Haavelsrud

Magnus Haavelsrud is Professor emeritus at the Norwegian University of Science and Technology. He holds a Cand. Polit. Degree from the University of Oslo and a Ph.D. from the University of Washington. His work deals with the critique of the reproductive role of education and the possibilities for transcendence of this reproduction in light of the traditions of educational sociology and peace research. He took part in the creation of the Peace Education Commission of the International Peace Research Association and served as its 2nd Executive Secretary 1975-79. He worked at the School Program of the Institute for World Order in New York and served as the Carl-von-Ossietzky Guest Professor of the German Council for Peace and Conflict Research. He co-chaired (with Betty Reardon) the panel for the launching of the Global Campaign on Peace Education, Hague Appeal for Peace in 1999. Since 2001 he has worked with education for human rights, democracy and peace in Latin America and since 1980 with Nomura Centre for Lifelong Integrated Education in Tokyo. He is a Patron of the International Centre of Nonviolence Australia since 2013. He was a Distinguished Fellow of the South African Research Chair in Development Education, University of South Africa (2008 – 2018). Member of 1) Transcend International since 1993, 2) editorial board of Journal of Peace Education since 2004, 3) Global Advisory Group of Human Dignity and Humiliation Studies since 2008 4) Arigatou Foundation’s Interfaith Council on Ethics Education for Children (2005 – 2009) and 5) International Peace Research Association since 1972. For writings see

Peter Barus

Retired musician, shipwright, software developer, business consultant; Senior Instructor, Ittō Tenshin-ryu Kenjutsu, author, “Matters of Life and Death: Essays in Budō”; Recording Secretary for Windham Central Supervisory Union, Vermont, USA; speaks some Hausa, learning Expañol, Working on forthcoming book: “Dodging Extinction in the Attention Age”.