Our Co-Creative Directors Helen Edgar and Ryan Boren have a chapter on “Cavendish Space” in the book “Sensory Spaces: An A-Z of Immersive and Creative Environments to Support Sensory Integration”, available now from Routledge.
About Cavendish Space
Cavendish Spaces are based on flexibility, interaction, movement and the role of embodied responsive experiences. They provide a rich sensory experience that can enhance and expand learning experiences.
Cavendish Space – Psychologically and sensory safe spaces suited to zone work, flow states, intermittent collaboration, and collaborative niche construction.
Ryan Boren
Find out about Caves, Campfires and Watering Holes!
Caves
Spaces for quiet reflection, introspection and self-directed learning.
Campfires
Spaces for learning with a storyteller – teacher, mentor, elder, expert.
Watering Holes
Spaces for social learning with peers.
The Main Elements of Cavendish Space Are
- caves, campfires, and watering holes
- intermittent collaboration
- niche construction
- flow states
- sensory safety
- psychological safety
- learner safety
- embodiment and regulation
- cognitive liberty
- somatic liberty
- neurological pluralism
What do those mean?
*caves = spaces for quiet reflection, introspection and self-directed learning.
*campfires = spaces for learning with a storyteller – teacher, mentor, elder, expert.
*watering holes = spaces for social learning with peers.
intermittent collaboration = group work punctuated by breaks to think and work by ourselves.
niche construction = directly modifying the environment in such a way that it enhances someone’s chances for success.
flow state = the experience of complete absorption in the present moment.
sensory safety = understanding the sensing and perceptual world (especially for neurodivergent people) and being serious about our sensory needs in every setting.
***psychological safety = a condition in which you feel (1) included, (2) safe to learn, (3) safe to contribute, and (4) safe to challenge the status quo—all without fear of being embarrassed, marginalized, or punished in some way.
***learner safety = safety to engage in the discovery process, ask questions, experiment, and even make mistakes.
embodiment = staying present in our own bodies to sensations, emotions and the external environment without going into dysregulation without going into fight/flight/freeze/fawn.
regulation = tending to and responding to the body’s needs.
**cognitive liberty = the idea that individuals have the right to absolute sovereignty over their own minds and their own cognitive processes.
**somatic liberty = freedom of embodiment, freedom to indulge, adopt, and/or experiment with any styles or quirks of movement and embodiment, whether they come naturally to one or whether one chooses them. the freedom to give bodily expression to one’s neurodivergence.
neurological pluralism = the multiplicity of different bodyminds with diverse and conflicting needs coexisting peaceably and interdependently.
* = Inspired by David Thornburg’s ‘primordial learning metaphors’ from “Campfire to Holodeck” (2013)
** = Inspired by Nick Walker’s “Neuroqueer Heresies” (2021)
*** = Inspired by Timothy R. Clark’s “The 4 Stages of Psychological Safety” (2020)
About the Book
Sensory spaces invite learners to be curious and try new ideas and skills, inspiring imaginative play, creativity and storytelling. This comprehensive A-Z shows readers how to create easily customisable spaces for learning, sensory engagement and relaxation, using a host of everyday items. Lots of sensory-rich activities to support the mental health and wellbeing of people with complex and additional needs
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