At Loyola, in a shrub-jungle, semi-arid environment, on the rural-urban transitions, in two decades of teaching, at the graduate (honours) programme in Agriculture and Rural Development, I have vividly explored through the 'role-models' of a genetist, plant pathologist, naturalist, ecologist, environmental educationist,.. now tredding into the eco-interpretation of a BioDiversity park in the making. On introspection, a wide latitude of inclusiveness, in teaching/research, to explore, to facilitate, the experiential processes of Focus-group, adult learners by competence, consciousness, commitment and compassion. In the contemporary canvas of Human Ecology, it is my faith and conviction, that we are riding a new wave of environmentalism, where we need emphatically seek, to the compass of - Visioning, Networking, Truth-telling, Learning and Loving- the central dogma of the next-sustainability revolution. Thus, while meandering through 'paradigm of paradigms' I urge education, should seek out 'newer windows', beyond distortions, sequestered wrong designs, or confused signals.. in short, 'beyond fences'.

'Dynamic interactions, are less the outcome of a predictable pattern of linear succession, but more a result of combination of contingent factors, conditioned by human interactions, sometimes, the active outcome of management and often the result of unintended consequences.' (Leach et.al.,1997)

The new sustainability revolution, in tandem with Prigoginism, has the preamble, that Ecology is networks.. system thinking.. in terms of connectedness, relationships and contexts.. again, with 'dynamic' processes, shaped by humans. We have to experience, share and learn 'the multiple-realities', from ground truths, to provide hard-hitting lessons, drawn from contemporary human-ecology studies, for it is while 'putting the pieces back' - the eco-designs and the participatory 'indicators' of change, turbulence and the calling of the emergence of a new landscape shaped by multiple actors is discerned!

It is, when I splash into the palette of Human Ecology, from which to draw the paint, that I can discover, my 'eclectic' conceptual and methodological processes .. captured on a continuum, an entire gamut of educational philosophy, to unravel to adult learners, in the ecosustainable initiatives,.. to enshrine, the connectedness. It make look fastidious, but I believe in the happenings and collustions and the courage to imagine the otherwise, in the search for sustainability, this is where I come in, as a professional Non-Equilibrium Human Ecologist, with synergism and dynamism!

My embedded educational philosophy, focussed on interdisciplinary Human Ecology and ecointerpretation, on campus is:
   To address to the legacy of diversity and inclusiveness, on the learning paradigm, by initiating ecosustainable opportunities, involving the building of strategic stewardships, as partners, by combining synergy, creative processes, resources, experiences and co-ordinating capacities towards newer trajectories of environmental change.
   To enable innovative and transformative leadership, among the youth and academic portals, of teaching/research in Human Ecology, focussed on experiential learning, participatory action research, pedagogical and creative learning processes.
   To enthusiastically present, the current realities, and challenges of socio-ecology, its complexities, under people-centered processes and paradigms, in applied Human Ecology programmes
   To seek, understand, explore and initiate students, teachers and diverse 'communities', to 'learn for change' in the contemporary real-world contexts of human-environmental relationships, for humane, eco-sustainable futures.