Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and identity formation. This involves schools being places where all students experience that they matter and where they can express their passion for their ideals and experiment with their identities without being ridiculed; at the same time, schools must guide students in learning that not everything they value will be accepted and that they must also take into account the interests and rights of others. The schools' role is thus complex and precarious, and teachers are in a position of navigating a politically sensitive minefield daily. Therefore, any theoretical proposition regarding what schools can realistically do to prevent extremism must be informed by everyday educational practice.
This article explores the establishment of new commons initiatives from an integrated design perspective. Such a deeper understanding of the initial phase of becoming a commons -i.e. becommoning- and its design is crucial as members embark on a laborious, time-consuming and uncertain process in which they need to make critical design choices for their future commons. The design perspective is brought forward by the collective creation through which group values are explicated, the communal resource and its governance take shape and conditions are forged for the commons to emerge. So, the study presents the ‘becommoning’ framework as a first exploration for such a designerly approach to identify the steps and activities communities need to make at the very begin to start unfolding their initiative. The framework is applied in a case study, namely, for exploring the design of housing commons and related genres like cohousing, residential communities that are recognized as microlaboratories offering general insights for pursuing alternative societal models.
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