#4: 5’8 ’28 Zaylen Washington (Thornwell Charter) #11: 5’9 ’28 Austin Kennedy (Legion Collegiate) #73: 6’1 ’28 Marshall Bears (St. Joseph’s) #156: 6’5 ’28 Bryson Schofield (White Knoll) #159: 6’6 ’28 Rodrick Davis Jr. (Ridge View) Volume 7 - 2022 | https://doi.org/10.3389/feduc.2022.787490 This article is part of the Research TopicTransformative Learning, Teaching and Action in the Most Challenging TimesView all 10 articles The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students If higher education is to fulfill its mission to support transformation processes toward sustainable development it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes emotions – which can also prevent critical thinking – should be carefully addressed within transformative learning journeys these journeys are themselves challenging for learners and educators They push them to abandon stable meaning perspectives causing feelings of incoherence and tension Learners need safe enough spaces to navigate these situations of uncertainty The central questions of this manuscript are: What is meant by safe enough spaces and higher education institutions create and hold such spaces These questions are explored on three different levels: (1) the intrapersonal level and (3) the organizational and systemic level of discourses in higher education perspectives inspired by neurobiology are used to discuss reaction patterns of our autonomous nervous system and present insights into stress development Learners should feel bodily safe when engaging in transformative learning processes This is supported by balancing the challenges learners face with the resources they have the manuscript argues that focusing solely on rational discourse is insufficient to support safe enough spaces for transformative learning We call for a culture of edifying conversations supported by respectful relationships among learners as they are more adequate for regaining self-direction For the organizational and intertwined systemic level the ambition is followed to make higher education institutions offer learning environments that feel safe enough for all involved as these institutions are strongly influenced by dynamics of economization and competition they do not necessarily empower learners to challenge and disrupt unsustainable and neoliberal discourses The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change recommendations for educational practices in higher education for sustainable development are offered This form of education must account for learners’ stress and emotional challenges In a way these unpleasant emotions are a healthy response to the global crisis of unsustainability: they show that individuals increasingly acknowledge and feel the dangers that are lying ahead of us (Cunsolo et al., 2020; Ojala et al., 2021) But at the same time the dynamics of unsustainable development and related emotions are causing many symptoms of stress and people are starting to think and feel about the global crisis of unsustainability in a way that prevents them from taking action Emotions can be viewed as necessary for profound learning; but they can also cause learning blockages they have the potential of causing resistance to or even denial of the existence of problems 60) and “prime us for action to restore our sense of comfort and security” (ibid.) Embedding (edge-) emotions in the learning process is important: neurobiology and psychology have shown that individuals usually want to maintain their frames of reference in order to stabilize the level of arousal they experience (ibid.) This prevents critical thinking and transformative learning because individuals avoid entering processes of critical reflection triggered by edge-emotions This manuscript argues that ESD should enable learners to embrace difficult emotions that come along with the knowledge and experience of unsustainability crises and with the way educational organizations tackle them It is necessary for learners to deal constructively with their inner tensions as well as with tensions within their learning environments arising from the multifaceted crisis This can empower them to be part of deep organizational and societal transformation processes The manuscript argues that learners need safe enough spaces to articulate their emotions and deal with stressful experiences Section “Challenging and Transforming the Embedded Dysfunctional Tendencies in Higher Education From Within – the Systemic Level of Safe Enough Spaces” explores how the learning environments of higher education institutions (at the organizational and systemic level) are influenced by the dynamics of economization strategies that privilege market and competition principles and therefore do not offer students safe enough spaces for transformative learning It suggests how to critically reflect on these tendencies from the perspective of an engaged critique and thus offer the potential to change these learning environments Section “Recommendations for Creating and Maintaining Safe Enough Spaces” wraps up the argumentation of what a safe enough space can look like on the three different levels in the form of recommendations for practice that can be used both by learners and by educators These recommendations include the recognition of ambiguity and ambivalence in educational settings encouraging learners as well as educators to face the situation in the liminal spaces; the manuscript also makes a plea for educators to seek strategies that make them feel safe enough as well Section “Conclusion” summarizes these recommendations and discusses what this approach means for higher education institutions on the intrapersonal Three levels of safe enough spaces for navigating the transformative learning journey The following paragraphs elaborate on what navigating through liminality within safe enough spaces can look like on all three levels arguing that navigating through the liminal space is necessary for empowering people to contribute to societal change processes a safe enough space on an intrapersonal level can be argued to be the space where both learners and educators feel bodily safe and are not in defense mode An individual’s overall resources have to be in a balance with the challenges to be met; this helps avoid defense reactions from emerging and supports the regulation of emotions and stress Section “Theoretical Perspectives on Stress and Emotions in Transformative Learning” introduces the theoretical foundations of stress development and section “Practical Implications of the Stress-Development Perspective” derives recommendations for enabling feeling safe enough while facing unpleasant emotions Figure 2. Polyvagal theory: ANS states and corresponding responses to stimuli related to the “window of tolerance” (based on Ogden et al., 2006; Siegel, 2020; Porges, 2021) When do we feel bodily safe and when not? We feel safe when our ANS is controlled by its ventral vagus circuit, the associated “social engagement system” is activated, and we are not in defense mode (Porges, 2017 This supports our primary human need to feel connected with other humans and our ability for social behavior is assessed as safe by neuroception via “cues of safety”: facial expression or contextual stimuli that we receive via our sensory channels (visual and auditory) joy or anger via facial expression and corresponding intonation and enter and navigate through transformative learning processes Complementing the polyvagal theory with other conceptualizations of stress development and coping (Semmer and Zapf, 2018) brings further insights into how safe enough spaces can be created and maintained When individuals appraise their resources subjectively as insufficient to cope with a challenge or circumstances that have the potential to cause stress in the majority of humans are called “stressors” (ibid.) someone “feels safe” when his/her resources are in balance with the challenges or stressors staying in a safe mode with an activated social engagement system is therefore the most crucial resource for regulating emotions At the same time feeling bodily safe is supported by balancing challenges with resources What a person experiences as stressful and particularly as (life-) threatening also depends on the intensity and/or the duration of stressors, on personal predisposition, and on the accessibility of resources. This also means that the width of the “window of tolerance” differs individually and can change depending on the context (e.g., Siegel, 2020 The more spacious it is the less reactive humans are to stressors and the less likely they are to respond with defense-activation or environmental hazards such as flooding and wild-fire are (life-) threatening for all humans People may have severe acute defense reactions Furthermore the window of tolerance narrows meaning the defense-reactivity to potential stressors increases after an overwhelming This requires therapeutic intervention that will help the individual come back to a state of feeling safe and experiencing regeneration But humans can also cope with extreme situations through less severe stress reactions – still staying in or returning to their window of tolerance – and education can support them here. Stress is experienced when enduring the loss of orientation related to questioning our deepest sustainability values and understanding of the world as a “safe operating space for humanity” (Rockström et al., 2009) or when facing great uncertainty and not-knowing related to the accelerating climate crisis or incoherence that can become an entry point for transformative learning journeys Using the stress-developmental perspective for creating safe enough spaces helps learners to embrace these edge-emotions as well as other unpleasant emotions in a constructive way It supports them in feeling safe enough by assisting them in balancing their own resources with the challenges met this means helping learners to stay within it may also mean enabling learners to explore the edge of this window of tolerance just at the edge of their own comfort zone (e.g. This section presents some recommendations regarding how to create safe enough spaces for learners as well as for educators that take these neurobiological insights into account Considering the need to balance resources with challenges we – as learners and educators – can either change or reduce the challenges/stressors Stress development and feeling safe are complex mind–body processes therefore it is generally important to involve the whole body in transformative learning The crises of unsustainability – i.e. the main stressors – cannot be eliminated but it is possible to minimize the stress they cause by: • Providing zones for a temporary time-out helping to distance oneself from a stressor triggering defense reactions • Building in periods where regeneration can take place • Facilitating an optimal point of learning where resources and challenges are balanced and e.g., goals are clear and can be met; thus feedback can be received and encouragement be given (Csikszentmihalyi, 2014) it is necessary to support and activate learners’ personal and external resources • Activating the social engagement system passively using neuroception (Porges, 2021 267 ff.) by giving cues of safety and mitigating defense reactions and thus supporting the human need for connecting and engaging socially supportive relationships conveyed through positive interaction These cues are transmitted via audio or visual input channels and used to assess whether the situation is safe enough ◦ Removing auditive (and visual) distractions Disturbing background noises are additional stressors and can be eliminated or minimized with melodic intonation) helps calm down (ibid.) • Activating the social engagement system actively voluntarily including training on how to regulate emotions; broadening the window of tolerance which is only possible when there are enough cues of safety ◦ Providing orientation and a feeling of being connected with others: inform learners under stress that the symptoms they are experiencing are functional products of a neural control system that enable them to adapt and survive (Porges, 2017, p. 66ff.). Helping them understand that unpleasant emotions and their reactions are “normal” for a transformative learning process (Mezirow, 2012 ◦ Supporting slowing down and interrupting defense reactions through conscious breathing: slowing down and particularly prolonging exhaling, as well as fostering other physical exercise, can activate the ventral vagal circuit and help to become less reactive to threats (Porges, 2021 For educators in higher education this intrapersonal perspective on stress regulation means encouraging individual learners as well as themselves (as mutual learners in coregulation) to face the situation of the “liminal spaces of not-knowing” and to embrace unpleasant (edge-)emotions and ongoing stress reactions as well as possible While the effect of these different practices for creating safe enough spaces depend mainly on the individual learner’s window of tolerance learners are situated in concrete relationships and communicative situations with peer-learners and educators who influence their feelings of safety The above reflections on the intrapersonal level already show that positive and supportive social embeddedness is crucial for transformative learning This leads to the second level of creating safe enough spaces: the interpersonal level Mezirow’s notion of discourse (e.g. 1991; 2012) is an overly rational and cognitivist framework for dialogue and unconscious dimensions take a back seat The importance of these dimensions has been explained in the previous section In the context of Mezirow’s cognitivist framework the question of how to create safe enough spaces in interpersonal relationships when there is no ideal speech situation remains unanswered Yet recent experience shows that for climate communication in the context of sustainability crises rational arguments are crucial to make the problems clear to the public and to take away the argumentative basis of climate change deniers providing safe enough spaces for learners instead of rationally authoritative channels is a challenge Can there even be safe enough spaces where we exchange arguments and transform our most deeply held assumptions and beliefs based on the force (!) of the better argument What if exchanging arguments is helpful and suitable only within a discourse where one can argue from a place of safety and an embodied feeling of coherence (see section “Balancing Challenges and Resources – the Intrapersonal Level of Safe Enough Spaces”) What if learners experience a sense of loss and not only lose their self-understanding but also their place of safety What if weighing evidence and exchanging arguments is not the only way forward on our road to learning transformatively What if learners cannot make a choice rationally because they lack the necessary information about what their lives will be like and what it will be like to be them in the aftermath of learning transformatively This experience of not-knowing is not only an intrapersonal impression but it is lived in the very concrete situation of communicating with others while searching for an adequate form of interpersonal dialogue about old and new meaning perspectives argues that engaging in radical questioning “can be terrifying and liberating: terrifying because it means giving up the familiar banisters and guidelines that we normally accept in orienting our lives; dangerous because it seems to leave us with nothing; liberating because it frees us from illusions and enables us to confront our subjectivity and inwardness without illusions.” This learning process which could ultimately lead to liberation – also from societal conditions in a more socially critical sense (see section “Challenging and Transforming the Embedded Dysfunctional Tendencies in Higher Education From Within – the Systemic Level of Safe Enough Spaces”) – requires safe enough spaces on the intrapersonal level (enabling learners to explore their own guiding assumptions) as well as at the interpersonal level (learners in the liminal space of not-knowing should not have to defend their assumptions against the coercive power of the better argument within a group of other learners) is “the power to converse reasonably with others for the purpose of edifying oneself.” It is the desire for self-knowledge gained in a conversing community that paves the way for our learning Instead of seeing participants as critical mirrors learners feel they are in need of each other Only if learners have a chance to rediscover a sense of self-direction and self-efficacy facing the current crises can they also engage in a rational discourse When learners – or fellow conversationalists – have this sense of self-direction they can exchange arguments from a place of safety and better engage in discourses that belong to the public sphere and that ask for a tentative consensus on how we This perspective on transformative conversations as a complement to rational discourses at the interpersonal level hints to the necessity of establishing a different culture to foster communication about sustainability issues in higher education in order to create safe enough spaces for learners The following practices can help provide a safe enough space: • Recognizing that the force of the better argument (i.e. changing lifestyles toward less resource intensive and low-carbon lifestyles) within a rational discourse can make learners feel unsafe and thereby block transformative learning processes and critical thinking; • Negotiating (or even co-creating) what feels safe enough between educators and learners; • Practicing open-ended conversations about transformed self-understandings to regain a sense of self-direction; • Learning to embrace one’s being-at-a-loss as an opportunity for transformation; • Appreciating different ways of making meaning as opportunities to learn from and with fellow conversationalists; • Seeking self-understanding through listening to and joining edifying and transformative conversations; • Enabling critical (self-)reflection through edifying conversations; • Providing a space where learners can disentangle themselves for some time from the urgencies of the here and now; • Nurturing a culture of edifying conversations in order to gain back feelings of coherence through stimulating questions or guidelines for communication within the groups of learners; Although learning environments in higher education can offer protected contexts where these practices for safe enough spaces at the interpersonal level can be explored they also represent organizational and systemic structures that bring along additional challenges This is also true for the intrapersonal level All kinds of intrapersonal and interpersonal practices supporting transformative learning are embedded within a greater system (e.g. academic) and informed by their barriers and conditions it is necessary to look at this organizational and systemic level as well These tendencies contribute to making learning environments in higher education institutions ambivalent and – for some learners – rather unsafe places to develop in Although we acknowledge that defining and assessing key competencies for sustainability has been important for supporting concrete HESD implementation focusing only on them does not take into account the areas of tension and dominant discourses in higher education institutions themselves where social problems are reduced to learning problems that can be solved through adequate competency development This means focusing on critical thinking as well as recognizing and disrupting the embedded culture of neoliberal economization within higher education in general; and this has important implications for educators Messerschmidt (2013) argues based on critical theory that within academia educators should not just unfold a distantiated critique of societal developments because then they exclude themselves from the effects of these developments they should – in the sense of an engaged critique – explore how they as academics and their higher education institutions are embedded in these processes how they are influenced by them and how they affect their daily practices (ibid. “If teachers convey how they perceive themselves as actors under conditions of neoliberal educational governance this can lead to a [useful] discussion about their own dealing with this embeddedness under the criticized conditions” (ibid. This practice is crucial for creating and holding safe enough spaces in HESD because it brings together the organizational and systemic level Educators – in the sense of fellow conversationalists – can then become role models who show how it is possible to deal with these contradictions (including at a very personal level) and illustrate that all are caught in structures that contribute to neoliberal tendencies and fuel crises of unsustainability For students this may open up important perspectives to reflect on tensions and ambivalences they face within their own daily lives in higher education institutions such as competitiveness or excluding the perspectives of the Global South If educators make their own ambivalences transparent within such a form of engaged critique they strongly contribute to creating (and holding) a safe enough space in which fruitful dialogues and transformative conversations can take place without excluding the emotions that students have when they learn about and for sustainability with the wish of being able to act sustainably at the same time this can make the dysfunctionalities of higher education more visible for students as well as educators and thereby reduce feelings of uncertainty and insecurity with regard to trying out new approaches to contributing to institutional change as well as to be open to experimenting and trying out new ways of being This can best be enabled if learners and educators work as “fellow conversationalists” who cooperatively explore the ways in which neoliberal tendencies influence their own meaning perspectives and how they relate to sustainability values An example of such a neoliberal meaning perspective is the overemphasis on individual consumer responsibility This means that students are individually responsible for solving the climate crisis by lowering their own carbon consumption and contribute to changing the dominant growth paradigm When educators start to engage in such critique (i.e. in recognizing that they themselves are also sometimes entangled in this narrative) and follow the ambition of being a fellow conversationalist (not striving for a consensus about controversial issues but encouraging students to self-reflectively explore ways of supporting each other in their edification) they can also open up space for communication that feels safe enough for students to engage in self-questioning What would universities as learning environments look like if they were to resist neoliberal tendencies of economization and enable such transformative action How can students and educators challenge hegemonic discourses within their own institutions and what forms of empowerment do they need in order to establish counter-hegemonic discourses How could concrete structures be changed to help HEIs adopt a whole-institution approach suggest that these “transformative spaces are designed to generate ideas that challenge the status quo and the dominant systems and hence change the systems conditions that created the problems in the first place” (ibid. Transformative spaces are communicative spaces for knowledge generation where people strive for “designing the engagement and dialogues in ways that involve and consider emotions and allowing for empathy” (ibid. 173) in order to create a viable culture of finding solutions to sustainability problems that accepts contestation and negotiation about different strategies without being trapped in the search for consensus (ibid. We build on Pereira et al.’s (ibid.) definition of transformative spaces to suggest recommendations for creating (staging) and maintaining safe enough spaces for transformative learning on the organizational and systemic level This demands that learners and educators start with a different mindset and actions than those expected of learning and teaching in the neoliberal HE context for educators it means fostering safe enough spaces through practices that allow learners (and themselves) to: • Recognize the unsustainable effects of neoliberal tendencies and the dynamics of economization; • Accept that these dysfunctionalities affect all actors involved in higher education institutions in subtle ways; • Start to question dominant and hegemonic discourses as well as power structures together • Strengthen engaged critique by opening up self-reflective explorations of how the more systemic dynamics are affecting individual and collective meaning perspectives (in the sense of ideologies); • Open up space for participation and empowerment designed to change prevalent discourses and structures to gain back control of the social system of the educational institution; • Cultivate transformative spaces as starting points for institutional change for sustainable development We are aware that higher education institutions are a privileged and protected space for experimenting with respective forms of institutional change cultivating and creating such transformative safe enough spaces where systemic change can be initiated requires high sensitivity and skills among educators as well as their willingness to guide such processes and serve as a role model The transformation of higher education institutions itself is therefore a challenge and will face a number of hurdles and obstacles The complexity of challenging and transforming the dysfunctional systemic and institutional level of higher education goes hand in hand with the other two levels of safe enough spaces in HESD discussed earlier in this article. Challenges need to be faced at all levels: not only at the organizational and systemic level of higher education institutions, but also at the intrapersonal and the interpersonal level (see Figure 3) While the crises of unsustainability and being in a liminal state evoke unpleasant emotions and challenge the process of balancing stress factors and resources on the intrapersonal level the dominance of rational discourse that rules over learning and communication challenges the emergence of edifying conversations on the interpersonal level it is the neoliberal paradigm in academia that constitutes the base layer and fundamental limitation for all of the three levels causing tensions and ambiguities that cannot be addressed by individuals on their own All of the three levels are intertwined and thus efforts to create and maintain safe enough spaces need to tackle all levels in their interconnectedness Recommended practices for creating and maintaining safe enough spaces on all three levels The practices on the different levels are intertwined and reinforce each other the social engagement system (ventral vagus circuit) can be activated through open-ended edifying conversations and feeling connected and not alone as a member of an HEI supporting relationship and their ANS is mitigated by the ventral vagus circuit edifying conversations can take place and tensions and dysfunctionalities in an HEI can be addressed constructively Using edifying conversation on the interpersonal level can support questioning dominant discourses on the organizational and systemic level while staying in the window of tolerance of the ANS safe enough spaces are thus framed as temporal and communal “islands” within a situation that is not safe per se and that is exposed to multifaceted crises of unsustainability These islands allow both learners and educators to distance themselves temporarily from the mentioned stressors on all three levels in order to experience regeneration in a mutual learning setting This allows them to embrace unpleasant (edge-)emotions and stress as a starting point for transformation while navigating through the crucial phase of liminality within transformative learning a transformative learning process will support the mutual learners as well as their higher education institution on their intertwined individual-collective journey by enabling them to: and be with “what is”: the unpleasant (edge)-emotions or stress reactions caused by incoherence or dysfunctionalities connected with tensions and ambiguities Reframe these (temporarily) as invitations for transformative learning rather than as (life-) threats calling for defense reactions Embrace and balance them voluntarily as well as possible rather than polarize them or act (involuntarily Explore multiperspectivity within themselves and within a group rather for better and deeper understanding and new ways of meaning-making within oneself and acting in a group with mutual support and connectedness without being directly exposed to inadequate assessment procedures and forced into defense reactions being embedded in complex social–ecological–technological systems And we address the importance of integrated mind–body transformative learning and fostering positive experiences and emotions We would like to stress here that educators, learners, and their educational institutions need to engage together in creating and maintaining safe enough spaces for transformative learning journeys to face the multifaceted crises of unsustainability. Table 2 gives an overview of who is responsible for what practice at each of the three levels Responsibilities for creating and maintaining safe enough spaces for transformative learning To be able to provide and maintain safe enough spaces and at the same time to feel safe enough themselves, all involved parties, and particularly educators, need to develop competences according to their responsibilities. They must also be aware of their limitations. It is particularly important for educators to develop their competences for facilitating transformative learning, including coaching skills (Förster et al., 2019) and to balance this with their other roles 1. Educators do not intentionally trigger a crisis or a massive disorientation to force learners into a transformative learning process. Rather, the goal is to support people for whom a disorientation or a crisis has already occurred (Mälkki and Green, 2014 Educators are able “to be (present) with” the learner’s state of not-knowing This includes understanding that learners must face disorientation Educators must respect and trust the self-efficacy and self-directedness of the learners and at the same assist their process Therefore educators must be careful in applying “the being with,” e.g. by listening with active intervention and by engaging the learner in edifying conversations Educators strive on the one hand to feel safe enough themselves to be able to support others’ transformative learning journeys; on the other it is crucial that they be supported by their institution The basis for being able “to be with” the learner is “to be with” oneself This requires cultivating and practicing self-awareness and presence to oneself as well as self-regulation and self-reflection educators are able to (a) better recognize whether learners are in a transformative learning process and (b) perceive their emotional and stress reactions This includes recognizing one’s own reactions in contact with learners in the liminal state this influences the important ability to co-regulate the ANS toward feeling bodily safe enough we would like to unburden educators and make a plea for humbleness in facilitating transformative learning • What is possible for each individual learner is not in the educator’s sole and mighty hands • Each learner may be in a different state of transformative learning and even if there are general models of the steps in a transformation process, in reality such processes are very personal, unique, and context-bound (Förster et al., 2019) • Educators intervene in complex systems and effects are not linear • Educators can provide a space over time to strengthen individuals’ self-efficacy and resources but whether it really functions is not in their hands • Supporting transformative learning in the current educational system is a transformative learning journey in itself and the educator is wearing multiple hats Last but not least: our plea for safe enough spaces is not a plea to abandon reason-driven and deliberative debates in higher education institutions critical thinking and accessing emotions belong together For critical thinking we humans need the ability to regulate emotions and stress This requires feeling safe enough and knowing how to return to our window of tolerance or enlarge its width when faced by unpleasant emotions or stress-reactions emotional education is an important complement to rational education The multifaceted crises of unsustainability in general and the climate crisis in particular trigger different forms of stress and unpleasant emotions among learners in higher education There is a need for other pedagogical approaches that enable learners to cope with these emotions constructively so that they can contribute to critical thinking and transformation Based on the theory of transformative learning we have suggested creating and maintaining safe enough spaces in which learners are encouraged to change their meaning perspectives We have elaborated on what these safe enough spaces can look like (1) on an intrapersonal level of feeling bodily safe (2) an on interpersonal level of engaging in edifying conversations besides rational debates and (3) on a more organizational and systemic level where neoliberal ideologies can be addressed and challenged These different levels do not follow a sequential order but are deeply intertwined and influence each other this manuscript also offers recommendations regarding how learners and higher education institutions can create and maintain safe enough spaces For this reason we acknowledge the critical importance of emotions in transformative learning and the need for safe enough spaces to deal with stress Opening up safe enough spaces within higher education institutions would therefore also mean to acknowledge the importance of stress and embodied reactions to wicked problems such as climate change These emotions are usually ignored in the logic of rational dominance in higher education and addressed only to a limited extent in HESD These safe enough spaces should allow all learners and educators to find themselves and gain new stability in relations as well as develop a culture of safety to cope with stressful situations As a result they can reenter the (more public) discourses about sustainability and engage in the transformation processes of sustainability Our analysis and suggestions are mainly derived from different theoretical perspectives We strongly recommend that empirical research be conducted to further understand how to create safe enough spaces in education and society and how to concretely implement the above-mentioned practices Empirical studies could include group discussions as well as biographical interviews with learners and leaders within higher education institutions to deepen our insights about how to create and maintain safe enough spaces for transformative learning in light of the multiple crises of unsustainability The original contributions presented in the study are included in the article/supplementary material further inquiries can be directed to the corresponding author RF contributed to the section “Balancing Challenges and Resources – The Intrapersonal Level of Safe Enough Spaces” and “Recommendations for Creating and Maintaining Safe Enough Spaces” SE contributed to the section “From Rational Discourse to Transformative Conversations – The Interpersonal level of Safe Enough Spaces” and MS-B contributed to the section “Challenging and Transforming the Embedded Dysfunctional Tendencies in Higher Education From Within – The Systemic Level of Safe Enough Spaces” MS-B was responsible for the introduction and the conclusion as well as for the coherence of the whole article All authors developed the idea of 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This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) distribution or reproduction in other forums is permitted provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited in accordance with accepted academic practice distribution or reproduction is permitted which does not comply with these terms *Correspondence: Mandy Singer-Brodowski, cy1icm9kb3dza2lAaW5zdGl0dXRmdXR1ci5kZQ== Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher 94% of researchers rate our articles as excellent or goodLearn more about the work of our research integrity team to safeguard the quality of each article we publish It’s not every day that our hometown has an addition as exciting as this one Meet SIGNALS: Museum of Information Explosion A passion project curated and prepared by countless volunteers over the last four years the museum officially opened its doors to the public on March 1 We were one of the lucky community members to attend the ribbon cutting and get a sneak peek at the museum The museum details the evolution of technology from the discovery of electricity to the invention and widespread use of cell phones There are virtually zero “DO NOT TOUCH” signs in SIGNALS The museum is brimming with hundreds of devices that weave together a story of communication 80% of the devices in the museum are fully functional and the museum encourages patrons to touch see and listen to the wonders of technology including a working ham radio shack and an operational radio tower All content on this site is Copyright © Rushing Waters Media LLC/Hville Blast 2021-2025 Privacy Policy Print “Have you ever pickpocketed?” No, I have not. At Knott’s Berry Farm, it was suggested I give it a try. Thieving, the man gushed, is freeing, and, by its very nature, comes with a reward — or spoils. But I was in the presence of an unreliable narrator, for I was leading “Honest” Cody Sullivan to theme park prison, that is, a single cell in the middle of the Knott’s historic Old West-themed Ghost Town. Sullivan’s recent crime? Stealing a judge’s gavel. I have never worked for a sheriff’s department, either, but at Knott’s annual summertime offering Ghost Town Alive! one can roleplay just about whoever they want. As long as it’s silly. Travel & Experiences What began in the 1920s as a family-run roadside berry and tea destination has become a thriving SoCal theme park — and a fried chicken haven which led to me meeting an elixir specialist where we wondered about a cure to “duck pox,” but before any fictional diseases were tackled I was conspiring with a local hotelier You may encounter someone who is quacking — the aforementioned duck pox — or be pulled aside and handed a sack of play money a stolen good one Ghost Town “resident” was hoping could be used to win the affections of another I was standing idly when approached to arrest Sullivan The key to its long-term success? Ghost Town Alive! understands the heart and soul of what makes a great theme park experience: It’s the people, and our ability to connect and play with them. “People’s lives are deeply impacted by the work that we do here,” says actor Rachel Roman, who plays postmaster Shelly Melson. Before Roman broke character to chat, her Melson had been gossiping about her co-worker, Buttons, noting the latter had been littering. Apparently Buttons had been dropping, well, buttons, throughout the fictional town of Calico. Annabelle Pancake, 11, right, of Anaheim, plays a Calico Gazette reporter interviewing a postal worker, played by Rachel Roman. A participant holds the Calico Gazette daily newspaper. Ghost Town Alive! treats the theme park as a stage, allowing guests to become actors. It’s a nod to the roots of Knott’s, when the park lacked thrill rides and specialized in Wild West stagecraft. A song-and-dance-style revue runs concurrently with Ghost Town Alive!, all of it lending Calico a lived-in, heavily populated feel. Rovin Jay, show director, says the park employs 45 actors for the performances. Lifestyle I got my name printed in the Calico Gazette learned about misguided experiments that inspired theme park trickery — one involved electricity a potato and resulted in a late afternoon explosion — and was a jury member in the case of a stolen 100 pound catfish took a journalistic oath for the town’s newspaper — I promised to tell the truth except “when gossip will do” — and earned my first Calico wooden coin but it’s priceless in sentimental value,” I was told Another day I walked into Ghost Town and was asked if I wanted a bucket of water dumped on me (I did not) I also took part in a plot to use melted cheese to free a prisoner This is a space where imagination is not just off the leash but untamed “It’s the thing we used to do when we were 6 or 7 and in the playground,” Jay says We’re able to do that here on a daily basis.” performs as Thelma Kinkade and Josh Williams performs as “Honest” Cody Sullivan in front of Goldie’s Hotel Some of these events happen everyday Perhaps you’ll be asked to act in a moving-picture show help a gang rob a bank or inspire a bashful Calico resident to ask a lady to the afternoon hoedown Jay asks me to visualize a stereotypical theme park advertisement — say of a known character holding the hand of a young child “It’s a promise that you are going to have an unique and personal interaction with a character,” Jay says and we’re able to deliver that organically It’s so funny to me how often we’ll have guests come in and say ‘When is the show going to start?’ Meanwhile These are characters you learn to exist with The moment you step into Ghost Town Alive! The antecedent to Ghost Town Alive!, Disney’s Legends of Frontierland (both shared some of the same creative team), lasted a few months. And prior to the opening of Star Wars: Galaxy’s Edge at Disneyland in 2019, Disney creatives talked heavily of a land filled with actors and live shows, a reality that has never fully materialized. Justyn High performs as Marybelle Starling. John Guirguis performs as Jackknife Blacksmith. Visitors talk to Evan Battle, center, who plays Deputy Chester Davenport. “I’ve gone through Galaxy’s Edge several times, and have often wondered what it would take to people that town,” Jay says. “It would be five or 10 times as many people on the roster. Daily, you’d have to have a couple hundred people just to make it feel alive and organic. There’s so many nooks and crannies there. We just have a couple streets that were part of our original design. The scalability is a challenge.” And to guests, it’s an investment that’s worth it. Janey Ellis, 36, of Anaheim, is a Ghost Town Alive! regular. Ellis recently made the Calico Gazette with a tale of a fence that sprouted legs and walked off its property. Ellis comes to Knott’s to experience that sort of “B-plot chaos.” “I’m here to see what you can create out of nothing,” she says. “I think this is the future of theme park entertainment,” Ellis says. “This is so unique and personal. You’re able to drive something for hours on end. This is a real-life video game, or a real-life [‘Dungeons & Dragons’] game.” And a reminder that one not need the latest technology. Sometimes a playground, a bit of imagination and the joy of performance will do. Just be careful who you pickpocket. Los Angeles Times staff photographer Allen J. Schaben is an award-winning journalist capturing a wide range of images over the past 34 years. Before joining The Times, he honed his craft at the Detroit Free Press, Dallas Morning News, Wichita Eagle and Connecticut Post. Schaben earned his bachelor’s degree in journalism at the University of Nebraska-Lincoln in 1993. Television Subscribe for unlimited access Site Map Dick Brodowski’s career was interrupted by the Korean War at what was perhaps a crucial point in his development as a right-handed pitcher for the Boston Red Sox John was 19 and employed as a welder in an iron works Dick grew up in the city and graduated from Sweeney Senior High School playing baseball – initially shortstop – in CYO ball and high school He was signed by Boston Red Sox scout Bill McCarren Brodowski made the leap from Class D all the way to Triple A in 1952 and had equivalent success with the American Association’s Louisville Colonels he was 7-1 with a 3.40 ERA and seven complete games he was promoted again – “recalled” on June 12 to the major leagues He was still just 19 years old for his first several weeks with the team His first game was on June 15 in the first game of a doubleheader against the White Sox in Chicago induced a groundball for a 1-2-3 double play he lost a game against the Browns in relief Brodowski was given his first starting assignment In September 1954, Brodowski joined Dick Groat, Harry Chiti, and a couple of other major leaguers in the All-Army baseball championship at Colorado Springs. The month before, he’d been seen playing for the Trenton Old Stock Brewers semipro team in the Mercer County Baseball League. It was later written that he “somehow managed to get passes at playoff time.”12 the Red Sox were able to carry him as an extra player on their roster “The two years in the Army didn’t help I didn’t feel like it hurt me,” he said but the Army didn’t take advantage of his background as a pitcher and by no means was he given work on the mound in anything like the way a pitcher would be used today “I was a decent hitter and if they needed an infielder or a second baseman I went to Texas for a few games and the fella thanked me for willing to play second base and not wanting to pitch I don’t know why they never had me pitch and I played second base a lot for two years “Fortunately, I also played a lot of local pro ball in New Jersey. I used to be able to go and pitch for them occasionally. Fort Dix was only an hour and a half from home…I didn’t have a problem. I had it made.”16 and only appeared in 16 games scattered throughout the season; he finished stronger with his last five performances being the best His one decision was a win against Kansas City on August 7 in which he worked five innings and was able to benefit from a 16-12 battle that saw him the pitcher of record at the right time He was 3-for-4 as a batter in the game (lifetime he was .242 in the majors) in an exhibition game against the Braves at Cooperstown he married Miss Catherine Lewandowski in Chelsea Brodowski started the season as a question mark for the Senators then threw a complete game against the Orioles only to be recalled in September and lose a third game he’d been – frankly – nothing special Incoming Cleveland manager Bobby Bragan, however, was enthusiastic about Brodowski. Managing the Almendares team in Havana during Cuban winter ball, Bragan said he was impressed and would be disappointed if Brodowski didn’t become a big part of the pitching staff in Cleveland in 1958.23 He won 13 games in Cuban Winter League ball he started 0-6 and then was made a reliever By the time he was called up to Cleveland on August 29 Brodowski was undefeated with the 1958 Indians (1-0), working a total of 10 innings in five games, all in September, without giving up a run. After the season he returned to his offseason job as the “supervisor of slips and panties at the main branch of Filene’s, one of the largest department stories in Boston.”26 He thought that perhaps his struggles may have been due to overwork He had a very good half-year pitching through the Fourth of July (which turned out to be his last game in the major leagues) with a 2-2 record in 30 innings and an excellent 1.80 ERA What proved to be his final appearance may have been particularly frustrating He pitched to one batter in the 10th inning and walked him but it wasn’t really a ringing way to go out and on July 8 it was announced he would be dropped from the roster because of wildness and sold to the minor-league Toronto Blue Jays In 1960 he only worked four innings without a decision for the Single-A Eastern League Reading Indians He still hears from the Red Sox at times, but old age causes him to send regrets. “They’re very gracious, calling up to see if I want to go to certain ballgames.”31 In addition to the sources noted in this biography the author also accessed Brodowski’s player file and player questionnaire from the National Baseball Hall of Fame Rod Nelson of SABR’s Scouts Committee 1 Author interview with Dick Brodowski on August 8 2 Roger Birtwell “Sox Rookie Brodowski Expects Draft Call,” Boston Globe 3 “Dick Brodowski Reached Red Sox the Hard Way,” Hartford Courant 4 Author interview with Dick Brodowski (hereafter “Brodowski interview.”) 5 Brodowski interview 6 Birtwell 7 Edwin Rumill “Brodowski Shows Youth Class on Hurling Mound; Stared Early,” Christian Science Monitor 8 Brodowski interview 9 “G.I Featherbed Probers Name Sox’ Brodowski,” Boston Globe 10 Brodowski interview 11 Associated Press “Army Admits Some Coddling of Star Athletes,” Boston Globe 12 Gary Schnorbus “This Semi-Pro Team Always Kept Talent in Stock,” Trenton Evening Times 13 Red Smith “Views of Sport,” Seattle Daily Times 14 Mike Gillooly “Brodowski Makes It,” Boston Record American 15 Harry Jones “Brodowski Lacks Self-Confidence,” Cleveland Plain Dealer 16 Brodowski interview 17 Arthur Daley “Nine-Player Deal,” New York Times 18 Associated Press “Weiss Says Bosox Got Best of Nats,” Washington Post 19 Brodowski interview 20 Bob Addie “”Profles of New Nats,” Washington Post 21 Burton Hawkins The Baseball Beat,” Evening Star (Washington DC) 22 Harry Jones 23 Gordon Cobbledick “Plain Dealing,” Cleveland Plain Dealer 24 Harry Jones 25 Jack Murphy “Late-Arriving Brodowski Must Earn Position with Padres,” San Diego Union 26 “Brodowski Aims To Prove Answer to Indians’ Quest For Relief Ace,” Cleveland Plain Dealer 27 Ibid 28 Brodowski interview 29 Steve Bailey “‘The Bribe Memo’ and collapse of Stone & Webster,” Boston Globe As the title of Bailey’s article indicates the company collapsed by allegedly becoming involved with bribery in trying to win a very large contract in Indonesia 30 Brodowski interview 31 Ibid If you can help us improve this player’s biography, contact us Meet the Staff Board of Directors Annual Reports Inclusivity Statement Contact SABR Send help right to the people and causes you care about Your donation is protected by the GoFundMe Giving Guarantee Please select what you would like included for printing: Copy the text below and then paste that into your favorite email application Enter your phone number above to have directions sent via text This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply Service map data © OpenStreetMap contributors This website is using a security service to protect itself from online attacks The action you just performed triggered the security solution There are several actions that could trigger this block including submitting a certain word or phrase You can email the site owner to let them know you were blocked Please include what you were doing when this page came up and the Cloudflare Ray ID found at the bottom of this page To stroll through Thomas Jefferson’s garden terrace and gaze south across the orchard and vineyard is a dream come true where Pat Brodowski was the head vegetable gardener until recently has been restored to Thomas Jefferson’s original design for the property The grounds owe their current splendor to the efforts of modern staff as well as the enslaved people who laid the foundations and did most of the work during Jefferson’s day half a million people walk the grounds of Monticello outside Charlottesville such as renowned British gardener Monty Don host of the long-running BBC program “Gardeners’ World.” Guests travel to this National Historic Landmark to view the home of the United States’ third president and to tour the grounds designed by one of the nation’s earliest horticultural influencers Jefferson’s plantation spanned 5,000 acres at its height during the late 1700s and was maintained by more than 100 enslaved laborers located adjacent to Jefferson’s palatial home were nestled in a 1,000-foot-long terrace near the cabins of the enslaved workers you can find Monticello’s gardeners cultivating the earth Brodowski had the duty and honor of tending the kitchen garden for more than a decade Her morning began by loading tools and plants into a golf cart and checking out the garden for damage of any kind “You don’t really get a break,” she says “Monticello soil is so incredibly beautiful and productive If a bean hasn’t sprouted in four days because it should be up already; it’s such an amazing garden.” Brodowski says Monticello’s mountaintop microclimate is a full Zone warmer than the surrounding Zone 7 countryside thanks to the site’s uplifting air currents and orientation to the sun The soil has also been enriched by 30 years of composting and amendments The payoff is obvious to anyone passing through the garden Brodowski planted cherry tomatoes to provide snacks for strolling visitors “If they can eat something�…–�…have some kind of tactile experience�…–�…they remember the garden.” Crops not plucked by snacking travelers are used in demonstrations The latter are distributed to other historic sites or sold to the public for planting in home plots vegetables grown in Monticello’s 2-acre modern garden must be historically accurate as well as attractive and the head gardener is responsible for maintaining that accuracy because Jefferson left detailed accounts in farm and garden journals kept throughout his lifetime The journals contain specific information about vegetable and flower cultivars; where plants were sown in the garden; seasonal weather conditions; and other details Brodowski discovered many interesting vegetables by reading these journals and doing follow-up research she learned that the “White Beet” grown by Jefferson didn’t form a beetroot By investigating turn-of-the-18th-century horticultural reference books Brodowski discovered Jefferson’s “White Beet” to be the same as our modern Swiss chard Absent from Monticello’s vegetable gardens for many decades they give incomplete information about the nuts-and-bolts of gardening in Jefferson’s time “He doesn’t tell us how he does anything,” says Brodowski additional research is required into gardening techniques during Jefferson’s day such as methods the estate’s hired Scottish horticulturist Robert Bailey may have imparted to enslaved Monticello gardener Wormley Hughes One example Brodowski recalls is finding the phrase “egg plum” indexed under apples in Jefferson’s journals but research revealed that the tree on the plantation was actually the Indian jujube (Ziziphus jujuba) Jefferson collected exotic plants and trees from around the world and enslaved families on the property grew vegetables and fruits of African origin�…–�…okra and watermelon among them Besides figurative digging into historical archives literal digging also takes place at Monticello Brodowski recalls when archaeologists excavated the garden terrace to the original soil from Jefferson’s lifetime and discovered a 70-degree vertical wall instead of the modern 45-degree slope They also found unfaced stacked stones that weren’t mentioned in Jefferson’s records Brodowski also remembers when construction called for the removal of a yard of soil from the foundation of the site’s North Pavilion The archeology team sifted the soil to reveal 40,000 artifacts for future study and many other bits of everyday life predating 1808 She recalls that the archeologists found seeds such as Kentucky coffee tree (Gymnocladus dioicus) and seeds from the brassica and aster plant families Before taking on the gardens at Monticello Brodowski cut her teeth in historic research at Carroll County Farm Museum in Maryland designing interpretive tours and teaching interpreters but this open-air museum introduced her to gardening in a historical context with its Pennsylvania Dutch Four-Square plot “We had a historic sensory smell and sniff garden,” she says Brodowski and her volunteer artisan demonstrators formed a close-knit museum family “On days when I cooked on the hearth we shared the meal after the tours,” she says “I ensured all the guides wore period-correct clothing and learned the traditional arts well enough to teach our interpreters Brodowski’s dedication to living deliberately extends to her personal life where she cooks in cast iron in a log cabin in the woods “I enjoy the ingenuity and simplicity of old tools,” she says She learned to build a Windsor-style rocking chair from a section of log in her backyard And she learned how to fiddle when she noticed her son’s violin was lying unused around the house which she colors with natural dyes collected and grown herself She spins and weaves on several looms she’s collected throughout the years and her life: “Don’t limit yourself.” The retiree appreciates that her career has been built on the generosity of others: “Like heirloom seeds which are passed from one gardener to another gardening advice and plant histories are shared among garden researchers�…–�…and this sharing has been the basis for my education.” Andrew Weidmen first met Pat Brodowski while selling apple trees at a local museum event near his home in Pennsylvania Pat has since assisted Andrew in writing about garden history No recommended products to display for this article Canadian membership: 1 year (includes postage & GST) More than 17 types of plants and flowers were used in the ceremony arch Jenna Brodowski (left) and Angie Pables celebrated their Front & Palmer wedding in October 2021 started their love story the way many other people do — at work Jenna had just taken a new job as a cashier at a liquor store; Angie They instantly connected and soon went on their first date While the Mount Laurel pair didn’t want a long engagement they took their nearly two-year pandemic delay in stride enjoying each moment of planning their future a former factory turned loft-style venue in Kensington While Jenna and Angie were walking through the city snapping first-look photos and yelled out congratulatory messages: “It was really heartwarming,” Angie says The couple gravitated away from a ballroom wedding aesthetic and instead designed a modern-boho event that was intimate More than 17 types of plants and flowers — dahlias spray roses and pampas grass — embellished the ceremony arch (it was later reused at the reception) and round and rectangular tables not to mention the bouquets and boutonnieres the 138 guests enjoyed food outposts that included a taco bar and an “Italian Market.” For their signature cocktails And margaritas were served in mini tequila bottles which sat next to their red velvet creation the pair had everyone sign blank records with metallic markers to be framed and displayed in the newlyweds’ home the couple made donations in their guests’ names to the National Multiple Sclerosis Society and Burlington County Animal Alliance Originally published as “Jenna & Angela” in the summer/fall 2022 issue of Philadelphia Wedding Get more great content from Philadelphia Wedding:FACEBOOK | INSTAGRAM | NEWSLETTER Getting married? Start and end your wedding planning journey with Philadelphia Weddings' guide to the best wedding vendors in the city Wedding Social Media Etiquette for Philly Couples and Their Guests Everything You Need to Know About Making Your Wedding Guest List Sign In Register Two vehicles were stolen from Owl Ridge north of Mount Currie between the late hours of Monday May 27 and the early hours of Tuesday A Nissan Pathfinder and a Toyota 4Runner TRD Off-Road were taken Lee Brodowski’s Nissan Pathfinder was later recovered by RCMP near Suicide Hill She believes the vehicle was loaded on a trailer ”This has actually never happened in our community before,” said Brodowski “We have lived here for over 20 years.” The vehicle doesn’t appear to be damaged The longtime resident said she heard some noise around midnight but did not leave the house to check what was going on Neighbours have already gathered together to make their community safer “Some have already gotten security lights and cameras,” said Brodowski “It definitely has upset our community We are putting it out there so other rural area residents know we all need to make our homes more secure.” A home camera captured the other vehicle theft A vehicle was recorded driving up to the property One person got out and got into the Toyota 4Runner before leaving James Gilmour from the Pemberton RCMP confirmed investigations into the thefts are ongoing and David Gaag were working as volunteers for The Church of Jesus Christ of Latter-day Saints in Russia Authorities there detained the men on March 1 Washington • Two missionaries for The Church of Jesus Christ of Latter-day Saints who had been detained for nearly three weeks in Russia have been released and are returning to the United States Kole Brodowski, 20, and David Gaag, 19, had spent about 19 days in detention after Russian authorities arrested them on suspicion of teaching English without a license Missionaries for the church are not allowed to proselytize in Russia and are dubbed “volunteers” during their time in the country “The two volunteers detained in Novorossiysk have been released and have left the country,” church spokesman Eric Hawkins said Wednesday (Photo courtesy Brodowski family) Kole Brodowski poses in this undated photo Brodowski and his companion on his mission for The Church of Jesus Christ of Latter-day Saints were detained in Russia on March 1 Brodowski was nearing the end of his two-year mission and will return home to California will return to the United States for a short time for any help he may need after the ordeal and then head to a new mission the volunteers were treated very well and maintained regular contact with their families and mission president,” Hawkins said “The church is closely monitoring conditions in Russia for all volunteers and will continue to fully comply with Russian law.” The two men were detained March 1 at a local church and a court later ordered them deported for teaching English without a license in violation of their visas and his companion will receive another call I want to thank the thousands of people worldwide that prayed for him/ us and sent messages of comfort and support.” said in a phone interview that her son would be back in the United States sometime Wednesday Krulish said her son was held in a holding facility for immigrants But Krulish said Gaag will resume his mission “probably abroad.” (Photo courtesy Lisa Krulish) David Gaag poses in this undated photo were working as volunteers for The Church of Jesus Christ of Latter-day Saints in Russia Gaag’s father, Udo Gaag, provided a statement to the LDS Church-owned Deseret News “We are so relieved and happy about this news,” the family statement said “We spoke with David and he is healthy and in good spirits He is happy that the detention is over but sad to leave his Russian friends It is clear to us that he enjoyed his experience serving the Russian people and truly grew to love them.” The State Department declined to provide more information about any diplomatic efforts made to get the volunteers released from custody “We have no higher priority than the protection of U.S citizens abroad,” a State Department spokesman said on background Ambassador to Russia Jon Huntsman at midnight Tuesday telling them their son was out of detention Huntsman "wanted us to know how proud he was of Kole and David for their courage and patience [through] a long difficult process." Kyle Brodowski wrote on Facebook I thanked him and everyone there for their tireless efforts Kole and David are citizens of the United States of America It’s my Job to guarantee their safety while traveling in a foreign land.” The senior Brodowski “choked up,” he wrote “My heart pumped with patriotism; I clinched my fist and shed tears.” Very pleased that Russia has released the two Church volunteers and that they are now returning home to their families. https://t.co/H25Y1tIVmK “Very pleased that Russia has released the two Church volunteers," the senator said “and that they are now returning home to their families.” “Prayers have been answered with the return of these two elders serving in Russia,” Curtis said “I am grateful for their release and may God continue to bless them and their families.” were grateful that the volunteers were headed home Jeanette and I are so grateful to hear that these volunteers have finally been released from a three-week detainment in Russia. We wish them well as they continue to serve and return home. https://t.co/qyLdHHIhWc “as they continue to serve and return home.” returned in June 2017 from a mission in Novosibirsk about 300 miles north of where Brodowski and Gaag served Davis said he was there when Russia passed the anti-terrorism measures that limited proselytizing he stopped Russians on the street and knocked on doors much like other Latter-day Saint missionaries Davis and the other missionaries in Russia switched to doing service work “We made ourselves available out in the community,” Davis said Wednesday “We would be walking around and if we saw someone working in the yard We mostly tried to start friendly conversations and put ourselves out there.” Much of the help was provided to Russian Latter-day Saints but Davis said one day he dug a trench for a nonmember trying to get her yard irrigation working If nonmembers asked questions about the Utah-based faith but he was taught to let the Russians begin the conversation Police stopped him a couple of times and asked to see his visa and other documentation He was never detained more than a few minutes Davis said the church might have to withdraw volunteers from Russia if conditions continue to deteriorate for them but for now he favors the church keeping them in Russia especially for the church members there,” Davis said "A lot of the branches [small congregations] there’s only a very small portion of active members The people who have the experience to lead those congregations effectively can be even smaller “So I think the volunteers do a lot of good and maintain a fairly positive presence there.” Russian Latter-day Saints number barely 22,000 in a vast nation of 145 million. Church President Russell M. Nelson announced plans last year to build a temple in a “major city” there At this point, though, especially given the constraints on missionaries and proselytizing, that proposed temple seems more aspirational than operational. Apostle Dieter F. Uchtdorf visited Moscow later and tamped down expectations that a House of the Lord would be rising anytime soon in Russia. Tribune reporter Peggy Fletcher Stack contributed to this story. Editor’s note • Jon Huntsman is a brother of Paul Huntsman, owner and publisher of The Salt Lake Tribune. For e-edition questions or comments, contact customer support 801-237-2900 or email subscribe@sltrib.com sltrib.com © 1996-2025 The Salt Lake Tribune Very pleased that Russia has released the two Church volunteers and that they are now returning home to their families. https://t.co/H25Y1tIVmK Jeanette and I are so grateful to hear that these volunteers have finally been released from a three-week detainment in Russia. We wish them well as they continue to serve and return home. https://t.co/qyLdHHIhWc SALT LAKE CITY (KUTV) — The father of one of two volunteers for The Church of Jesus Christ of Latter-day Saints imprisoned in Russia shared a heartfelt Facebook post about his son on Tuesday evening Kyle Brodowski, of California, revealed his son Kole was one of the two volunteers who've been held in Russian government custody since Friday where they were detained during a church meeting Church spokesperson Eric Hawkins said in a statement Tuesday "Everyone- Please pray for our son and his companion," Kyle Brodowski wrote in a Facebook post Brodowski described the situation as "difficult to understand" and said it was "becoming more complicated each day." 2News has not learned the name of the second person taken into Russian custody Hawkins said the two are in good condition and have spoken to their families The Church sends missionaries around the world to proselytize but Russia doesn't allow conversion efforts there The Church has maintained since 2016 that those serving in Russia are volunteers who do not proselytize Metro Detroit parents were asked to weigh in on whether dressing across cultures is racist The controversial costume this year isn't a bloodthirsty monster or creature from the grave - it's Moana a Disney princess who sings of her Polynesian heritage Mom blogger Sachi Feris wrote that she didn't want her own daughter to dress as Moana for Halloween because "it's like we are making fun of someone else's culture." One local mother said kids don't know the difference "I think kids should be able to dress up as whatever they want," said Alyssa Dotson Vance Brodowski said part of the fun of Halloween is dressing up as someone else you can't go full blackface obviously cause that's racist," he said "But I think people are too sensitive nowadays." the volunteers for the Church of Jesus Christ of Latter-day Saints that were detained in Novorossiysk BY MARK OLIVER The families of Elders Kole Brodowski and David Gaag two volunteers for The Church of Jesus Christ of Latter-day Saints who were detained in Novorossiysk are breathing a sigh of relief today as word has come back that their sons will finally be coming home Brodowski and Gaag spent three weeks in a detention house under charges of illegally teaching English without a license their families have been waiting and praying for the young men’s safe and speedy release “God is there, our prayers were answered,” Brodowski’s father posted on Facebook after receiving news of his son’s release David Gaag was giddy when he got his calling to serve in Russia The 19-year-old young man uploaded a photograph of his own smiling face onto Facebook as soon as it came in holding up the letter and proudly telling all of his friends and family: “I am so excited to serve and preach the gospel to the Russian people I know the Lord will help me to accomplish this task which He has set in front of me.” he would be pulled out of a meetinghouse in the middle of what he Brodowski and his attorneys insist was nothing more than a games night have been desperately struggling for any update they can get on the young men relying on the support of church officials to keep them updated on what was happening with them Their families say Browoski and Gaag were kept inside of what their attorney told CBS was a “dormitory-type room” and were allowed to make calls home their parents had to struggle with the uncertainty of not knowing what was going to happen to their sons it was expected that the whole problem would be resolved in less than 24-hours; for reasons undisclosed to the public It isn’t the first time something like this has happened Members of the Church of Jesus Christ of Latter-day Saints have had to be careful traveling in Russia since 2016 when anti-terrorist laws in the nations forced missionaries not to proselytize outside of their meetinghouse and to rebrand themselves as “volunteers.” Six Latter-day Saints were detained in Russia the year the law came into effect The Church of Jesus Christ of Latter-day Saints has been extremely sensitive to Russia’s laws ever since; so much so that some church members have expressed suspicion over the claims that Brodowski and Gaag could have been teaching English “Missionaries and the church go to great lengths to abide by the law,” former congressman Jason Chaffetz told KSL Newsradio’s Dave & Dujanovic “I can’t believe that these two young men were doing anything other than what they were allowed to do.” The Russian media has certainly told another story. Four days after the men’s arrest, the Russian news website Komsomolskaya Pravda released an interview with Brodowski apparently quoting him and another volunteer as saying that they’d set up an office to teach English and to prepare residents for English exams both deny that the men were teaching English in an interview with KSL Newsradio’s Dave & Dujanovic “They haven’t done that,” Udo Gaag insists believes that there’s more to the arrests than teaching English may have been “a little bit of a message that the Russian government is trying to send you’re going to have to back off here a little bit.’” the details of how their release was won are being kept under wraps are just grateful that their sons are coming home took to Facebook to thank everyone involved in their release writing: “There were many people I’ll never meet that worked day and night for the past three weeks to free these young men both men’s fathers have extended heartfelt thanks to Mission President Eric Ottesen and his wife Elizabeth “Each day they drove 6 hours round trip to the detention center to visit and provide support to our boys,” Kyle Brodowski says “They were there every day and did an amazing job taking care of them,” he told KSL “They provided them with pillows that they didn’t have and other things they could use.” The church has not expressed any concerns that missions in Russia are dangerous Through a statement from the church spokesperson Eric Hawkins they have indicated that missions in Russia will continue saying only: “The Church is closely monitoring conditions in Russia for all volunteers and will continue to fully comply with Russian law.” “I think it would be more concerning if there had been more volunteers who had been detained,” he told Dave & Dujanovic “The fact it was just these two could be played up to be an isolated incident.” They will be reunited with their families soon Hear Jason Chaffetz and Sam Penrod’s full interviews on the Dave & Dujanovic podcast Have a story idea or tip? Send it to the KSL NewsRadio team here JOCELYN NOVECK and GARY GERARD HAMILTON Associated Press was born to Italian immigrants from the Veneto region in Brodowski Cabeça de mulato (1934) is a significant work within the context of Portinari’s portraits It showcases his technique as an outstanding draughtsman as can be seen in his use of chiaroscuro and especially in the delicate and precise strokes that outline the eyes Portinari painted more than seven hundred portraits He was particularly interested in depicting “popular” Brazilian types which included Black and “mulatto” field workers and humble migrants “mulatto” referred to someone with multiracial heritage – born to parents of different racial backgrounds it has since acquired pejorative and discriminatory connotations in the country the character looks the viewer in the face and nobility that Portinari imprints on his portraits of the “common people” Contact us Press Office Subscribe to the Newsletter and get the latest info on our programmes and initiatives Subscribe Notices are posted by 10 am Monday through Saturday Adjust Text Size: A+ A- As published in Winnipeg Free Press on Jun 19 Share your memories and/or express your condolences below Unfortunately with the need to moderate tributes for inappropriate content your comments may take up to 48 hours to appear (KUTV) — The two volunteers for The Church of Jesus Christ of Latter-day Saints, who were detained in Russia for three weeks according to a statement released by The Church will be going home since he was close to finishing his volunteer service will return to the United States for a time the volunteers were treated very well and maintained regular contact with their families and mission president," The Church's statement claims "The Church is closely monitoring conditions in Russia for all volunteers and will continue to fully comply with Russian law.” Kyle Brodowski, of California, posted the happy news on his Facebook "there were many people I'll never meet that worked day and night for the past three weeks to free these young men." The father went on to thank the boys' mission president and his wife Rob Bishop also released a statement saying he is "pleased to learn" of their safe release and admires "their willingness to serve their fellow man and wish them the best." The missionaries had been detained since Friday, March 1. Novorossiysk is a city on the Black Sea in the southwest portion of Russia “They were in the church building and arrested during their English class,” Brodowski wrote in a Facebook post so those who enter into service for The Church are considered volunteers who help with community service and current members of the church The Church has maintained since 2016 that those serving in Russia are volunteers who do not proselytize Download the 2News mobile app on the App Store or Google Play. Mary Brodowski is the pitcher for the Doane Academy softball team which made its first appearance in the NJSIAA playoffs Tuesday after finishing second in the Penn Jersey League The Eastampton native leads the team in extra-base hits She also starts for the Spartans’ soccer and basketball teams When did you start playing softball and why since I was about 5 years old and started in T-ball I guess I started because my mom was a softball player She kind of convinced me and pushed me into it What’s been your biggest thrill playing softball We were very good and we won a lot of tournaments but we always gave it our all and we won quite a few Does your uniform number (5) have any significance I moved up from a rec soccer team to a travel soccer team They said ‘this is your number and this is how you’re going to be known now Since then I always try to keep the same number Who would you say is your biggest role model I think it would have to be coach Sean (Yackel He made me rethink everything I’ve had to do in my life I was on some very good softball and soccer teams I had to really rethink ‘am I just taking this for granted?’ He’s taught me that I shouldn’t take things for granted and made me want to try harder to be the leader that I never was and I’m going to play college softball at Drew University so hopefully I’ll get a job coaching softball somewhere NATIONAL NEWS BY DAN RASCON, KSL TV SALT LAKE CITY, Utah — A day of joy and relief for the families of two young missionaries for The Church of Jesus Christ of Latter-day Saints, who were arrested by Russian authorities and now released. The two young men were serving as volunteers in the country because missionary work is not allowed have left the country according to a Church spokesman Elder Brodowski is on his way home to California because his mission was nearing the end Elder Gaag is coming back to the states and then will be reassigned He has been out since November according to his family “Just so happy that he’s gotten out,” said a very happy Lisa Krulish to KSL There was a lot of tense moments especially when you thought ‘oh it might happen’ and then no and then yes.” Krulish says her son and Elder Brodowski were treated well by Russian official She says they were able to contact her son daily and they had regular contact with their mission president They were in a large room that had bunks that they could sleep on,” she said The young men were arrested on March 1st at a church building According to Russian media they were accused of teaching English and religion Three recently returned missionaries from that same mission and knew and worked with Elder Brodowski tell KSL that they have believed all along the two were innocent “I knew eventually they would be released,” said Nicholas Williams who is now studying at BYU “When I first heard about this I knew exactly why I thought oh no they are accused of teaching English.” “I knew they didn’t do anything illegal,” said Rebekah Jex who got home from that mission three months ago “Because we are not natives people assume we are up to something.” we couldn’t talk to people outside our branch buildings,” said Stepan Altuhuov who served with Elder Brodowski as companions “If there was anybody to enjoy the time you had there it would be Elder Brodowski (Photo courtesy of David Gaag) Elders Kole Brodowski and David Gaag point to where they served in the Russian Rostov Mission The two Latter-day Saint volunteers later were detained by police and deported Vilnius, Lithuania • The three-week detention of two Latter-day Saint volunteers-cum-missionaries in Russia earlier this year may not be ripe for a James Bond action thriller or even a real-life kidnapping saga like “The Saratov Approach,” but the prolonged ordeal was still a quiet drama for the pair and their church It began on an unremarkable Friday night in Novorossiysk when two fresh-faced young men from the United States who were serving full time for The Church of Jesus Christ of Latter-day Saints invited locals to come to their weekly game night at the faith’s meetinghouse where the guests could practice their conversational English the door opened and four police officers — two in uniform — and three cameramen strolled in who had been in the country for barely a month feeling divine comfort that he and his companion would be OK but he knew in a flash that “my mission would never be the same.” (Photo courtesy of David Gaag) Latter-day Saint Elder David Gaag with President Eric Ottesen and his wife (Michael Stack | Special to The Tribune) Elder David Gaag's Russian language missionary nametag (Michael Stack | Special to The Tribune) From left to right and Elijah McQuivey from Denver on "preparation day" near Old Town Vilnius (Michael Stack | Special to The Tribune) A chapel of The Church of Jesus Christ of Latter-day Saints in Vilnius on "preparation day" near Old Town Vilnius (Michael Stack | Special to The Tribune) Elder David Gaag on “preparation day” in Vilnius and put in a deportation facility for nearly three weeks the geopolitical forces at play took place at high levels of government far above Gaag and Brodowski one they could never have imagined when they first learned the Utah-based faith was sending them to Russia I knew that there was some reason we were there some lesson we had to learn or some lives we had to touch,” Gaag said in Vilnius where he is now assigned as a Russian-speaking proselytizing missionary and where he proudly wears his black nametag Gaag has no idea what prompted the police to show up that particular night The volunteers talked to many people and were always inviting them to events “It’s possible that someone who had come before informed the police “We were becoming pretty well-known in that small city so it’s possible that word just got around.” The police definitely kept tabs of Latter-day Saint volunteers in the area (Gaag and Brodowski were the only two there at the time) Gaag and Brodowski tried to get church members to attend their activities but the branch (a small congregation) only had four families so coming in for a weeknight evening was tough That night there were no Latter-day Saints at the game night besides the two Americans they announced the charges and asked to see everyone’s passports while also calling an independent translator The young men used a phone to call an attorney from the church an instruction they had been given by the mission president if the police ever stopped them “Do I have the right to ask them to leave?” Apparently they did, so two cameramen left, while one stayed to record the exchange for police records. It captured images — later found on YouTube — of them being taken away in a police vehicle The main policeman that night “was very cold and gave off the impression that he thought we were trying to spread our ideology to Russia,” Gaag recalled “He asked us lots of questions and would get a bit frustrated when we wouldn’t answer in the way they wanted He would accuse me of lying and act smug like he caught me and knew I was lying,” During other interactions outside of formal interviews the young volunteer said he tried to reach out to the man “as one member of the human race to another trying to see him as Christ would,” but the officer “shut me down.” The two Americans had to sign a statement that night saying they understood the charges — violating their visas which listed them as religious volunteers not as English teachers They thought they would be sent home but instead were sequestered in a jail cell at the police station The church attorney told them not to answer any more questions or sign papers without the lawyer present “He helped us know our rights and what the police could and could not ask us to do.” they were driven by car to a detention center about five hours away near Krasnodar few if any spoke English and all were curious about these Americans How did they end up in the same place as the locals who left for his two-year mission straight after high school in Washington “You feel like everyone wants something from you You showed up in a shirt and tie and everyone thinks “eventually developed friendships with them.” as well as the attorney visited them every day “Living conditions were suboptimal,” Gaag said “The food was not good but at least we had food They spoke by phone to their families every day keeping them informed of every development in their cases The first case against them was the charge of violating their visas The fine was about $15 and immediate deportation more serious case: illegal proselytizing on the street Authorities said they had videotaped evidence of the volunteers passing out religious pamphlets and three witnesses The two then were interviewed separately for three hours each — again The pamphlets they allegedly distributed were printed in the 1990s and have not been used in recent years and the three witnesses’ testimonies were alike — word for word That made Gaag suspect that the statements were rehearsed or coordinated Brodowski felt it was pointless to challenge the evidence the video wasn’t shown and the witness accounts were accepted as they were “‘They signed their documents and they can’t lie,’” Gaag recalled the judge declaring the two entered separate not-guilty pleas — the church denied all along any wrongdoing by the pair — and the same judge ruled against them the fine was $500 and immediate deportation for five years A staffer from the U.S. Embassy in Moscow came down to help, and Gaag heard the name “Huntsman” mentioned repeatedly. Jon M. Huntsman is the U.S. ambassador to Russia and a former Utah governor Gaag does not know why it took almost three weeks to deport them nor what negotiations took place outside of the court but Brodowski got on a plane bound for California (he was scheduled to finish his mission soon) “It’s finally over!" Brodowski’s father, Kyle, wrote on Facebook at the time. “Kole is headed home. ... I want to thank the thousands of people worldwide that prayed for him/us and sent messages of comfort and support.” For his part, Gaag jetted to New York for three days then was reassigned to the Baltics. (Michael Stack | Special to The Tribune) From left to right; Elder Benjamin Stone from Denver, Elder David Gaag, from Bothell, and Elder Elijah McQuivey from Denver on "preparation day" near Old Town Vilnius, Lithuania. After his brief stay in the United States, Gaag returned to missionary work in Riga, Latvia, until his transfer to Lithuania at the end of May. He currently is working with two other Russian-speaking elders, Benjamin Stone of Denver and Elijah McQuivey, also of Denver, who was with Gaag in the Missionary Training Center in November. Both had heard about the detention and wondered about all the “crazy rumors” that surrounded it, so they were glad to find out what really happened. These days, the three spend their time seeking Russian-speaking converts in this capital city. “It’s not an easy mission,” said Stone, who has been serving a year. There are about 1,000 members on church rolls in Lithuania, but a much smaller number attends and participates. Vilnius has two branches, one Russian speaking, the other Lithuanian, with an average attendance of 40 each. The missionaries volunteer weekly at a disability center and a food bank, said McQuivey, as part of their service obligations. They talk to everyone they can on the streets and on buses — a taboo tactic in Russia — seeking especially young converts. And, yes, in this country they can and do host free English classes. For his part, Gaag continues to reflect on his short sojourn in Russia and its impact on his faith. “From the moment the police walked into English club, I felt God reassuring me that everything would be all right,” he said. “I felt his comforting hand as I prayed day and night.” It was a sense of peace in the midst of “chaotic circumstances,” Gaag said, a feeling he will never forget. Editor’s note • Paul Huntsman, owner and publisher of The Salt Lake Tribune, is a brother of Ambassador Jon M. Huntsman. Correction • June 30, 3:45 p.m.: The location of the Russian city of Novorossiysk was misstated. It is near the Black Sea. (Michael Stack | Special to The Tribune) A chapel of The Church of Jesus Christ of Latter-day Saints in Vilnius, Lithuania. KILLINGLY — State police arrested seven people Wednesday as part of a zero tolerance enforcement operation in Danielson Troopers patrolled on foot in teams of two between 11 a.m second-degree failure to appear; court date Sept driving with a suspended license; court date Sept two counts sixth-degree larceny; court date Sept Troopers also issued four infraction tickets for various offenses including trespassing This is the third time this summer Troop D has conducted a zero tolerance operation Police said the operations were prompted after troopers received numerous complaints from various business owners and residents in the borough of Danielson Troopers plan on conducting similar operations throughout the fall