In the spring of 2025 I was asked to do an interview with Finland's permaculture association in their teacher series, as I had received my (modern-style, not honorary) Diploma as the first Finn ever in February. That was nice! The interview can be found on their website in Finnish, and I got the ok to translate it into English for here. Hope you like it!
Q: What is your background as a permaculture teacher, and what has your experience of teaching permaculture been like so far?
A: I started teaching permaculture courses in 2022, and even before that I assisted in organising various permaculture-related courses and held lectures. The experience has been truly rewarding! So far, I have mainly taught the basics of permaculture, which I believe is one of the most important courses there is. It’s wonderful to get people excited about permaculture and, above all, to help them realise that they can apply it in their own lives even if they don’t, for example, own land or have much money available.
Q: What kind of permaculture teacher are you — or would you like to be?
A: Fair, down-to-earth, and encouraging at least! Based on the feedback I receive, these are already true. I also want to keep developing my skills continuously.
Q: Do you have a particular area of expertise or special interest within permaculture?
A: The social side of permaculture and operating within planetary boundaries are my strongest areas. In teaching, as in my own life, I always start from one’s own actions and from where each person is right now. We often hope to solve even big problems immediately, which can lead us to set impossible goals. But if our goals are unrealistic, they can lead to frustration. That’s why it’s important to start with practical actions that are achievable for oneself. In this way we avoid unnecessary disappointment — and get more done.
Permaculture as a design method is also emphasised in my courses right from the start. Permaculture is not just “better gardening,” but a holistic way of designing different areas of life.
Q: You are the first Finnish-speaking permaculture teacher to complete the permaculture Diploma. What significance do permaculture diplomas have for permaculture education in Finland?
A: Good question! I’m not entirely sure. When we began teaching permaculture at Beyond Buckthorns, the diploma was widely seen as extremely important. Years passed, and no Finnish-speaking student seemed to be able to complete theirs. The emphasis on the diploma has, in my view, decreased. One might wonder whether this was something of a “sour grapes” shift. It took me under three years to complete my own diploma.
I’ve learned enormously during my diploma journey, and I now feel I understand permaculture — and especially permaculture design and its tools — on quite a deep level. The work and study I put into the diploma brought such breadth and depth to my life and my teaching that I struggle to express it in words. I warmly recommend doing the diploma to anyone for whom permaculture ethics come naturally from the heart, who is willing to grow as a person through the process, and who wants to learn permaculture design much more deeply than they can currently imagine.
Q: What kind of development has taken place in the field of permaculture education in recent years?
A: It has been lovely to see that some of those who have taken courses with us are now teaching themselves, and that various permaculture courses are offered in Finland every year. In Europe, especially in the UK, there has been a strong effort to raise the quality and breadth of education. In Central Europe, it has been interesting to follow permaculture’s journey into universities.
Q: What hopes do you have for the future of permaculture education in Finland?
A: I hope that all teachers aim to inspire as many people as possible to engage with permaculture! Permaculture offers practical and effective ways to improve conditions for the planet and for people: skills we should wish more people to learn and use. It’s important to offer permaculture education that is comprehensive, accurate, and accessible with as low a barrier as possible. This work by teachers should also be supported by the national association.
