The Pedagogy of Transition: Educating for the Future We Want

The question for those of us in the business of thinking, propagating ideas, and equipping youth for lives in a confusing and uncertain world is what do we do? Living in the shadows or the sunlight of our legacy, what would our great-great-grandchildren wish us to have done?

Mass Education and the Climate Crisis: Lessons from the Pandemic (Part 5)

The body politic was sick long before the virus arrived, already at risk of collapse under the weight of its elite hierarchies. When its fever breaks, we must learn the right lessons about how to overcome the underlying issues that threaten its very existence.

Schumacher – a 21st Century Druid College?

But a college that finds spiritual expression in service to the others with whom we live (human or other-than-human) and to the land beneath our feet, that scrutinises and decolonises itself without fragility, that privileges listening before speaking, and that acts mindfully and soulfully in the world, would be a college that meets the needs of the time.

Transforming the University to Confront the Climate Crisis, Part 3

This final part of the series presents a vision of new type of university, exemplified in the world-spanning Ecoversities Alliance, and dreamed of in Transition U and Eco Vista U, two prototypes that I am involved in co-creating with students, staff, faculty, and community members in Santa Barbara, California, and in the Transition US movement.

Transforming the University to Confront the Climate Crisis, Part 2

We are aiming high: to assist in laying the foundations for the establishment of an ongoing, multigenerational, student-community initiative for an equitable and just transition in Isla Vista, California, and to put the result, Eco Vista, forward as an experiential model that other small towns with college students might want to freely adapt for their communities. 

Transforming the University to Confront the Climate Crisis, Part 1

So, how do we connect this many dots?  Every movement, organization, systemic alternative, and countless activists, theorists, and intellectuals are asking this as the crisis unfolds.

The time has come to ask new questions of our own as teachers.