By Michael Lewis, Resilience.org
How might we collaborate to design a highly interactive and creative online learning environment to share, in a popular, accessible format what we have been learning over the 8 years?
By Sarah Patterson, Resilience.org
We believe that people armed with particular skillsets and understanding of the world, who together form a community able to harness the power of the collective wisdom can, and will, embrace an emerging regenerative world.
By Kim Fortun, Great Transition Initiative
Most of my students do not go on to become professional educators. But all, I hope, do see themselves as stewards of our educational systems, understood as powerfully entwined with environmental systems, underpinning all hopes of inclusive, sustainable prosperity.
By Stephen Sterling, Great Transition Initiative
We need to move fast and with bold aspiration, while retaining critical reflexivity, as we create a new chapter in the evolution of our ways of educating on this—as yet—still beautiful planet.
By David Orr, Great Transition Initiative
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?
By Adélaïde Merle, Gaia Education
The Design Studio course and Ecovillage Design Education programme are empowering courses that helped me learn how to think in a systemic holistic way and become aware of privileges and biases along the process.
By Natasha Seegert, Solutions Journal
Mitchell Thomashow’s most recent book, To Know the World: A New Vision for Environmental Learning, arrives when we need it most.
By Michele Guieu, MAHB
Students need to make a real connection between natural resources, the infrastructure we live in, the things we buy, the tools we use, and the energy it all demands. For that, we need to connect education to the Earth System for students to understand why it is so essential to change the way we live in a time of climate crisis.
By Mark S. McCaffrey, Gina Ottoboni, Climateecos
Climate literacy, which should by now be universal, lags out of all proportion to the crisis — and yet it promises large returns for a relatively small investment. If every student was climate literate, we could begin to effect change on a large scale. If every person was truly climate literate, imagine the change we could make.
By Aaron Karp, The Ecologist
The better that one understands a problem, the greater the chance of solving it. So it is with climate change, a crisis demanding far-reaching social transformation. But just how far-reaching? A broad curriculum that develops activists’ clarity and unity of vision could be an essential pillar to advance the climate movement’s preparation, ambition, and cohesiveness.
By John R. Platt, The Revelator
With that in mind, this month sees the publication of an amazing array of books on a wide range of environmental issues, covering everything from climate change to burning rainforests to protecting our water.
By Otto Scharmer, Medium
The classical university was based on the unity of research and teaching; the modern university has been based on the unity of research, teaching, and practical application. I believe that the current historical moment, with one civilization ending and dying, and another being born, invites us to reconceive the 21st-century university as a unity of research, teaching, and the praxis of transforming society and self.