Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact course at The Hague University of Applied Sciences. This semester-length course ran for two iterations with the intention of connecting the students with local transitions towards a more circular society, one where products are lasting and have multiple lives when they are shared, refurbished, or become a source for a new product. At the end of each iteration, the students reflected on their experience using the Living Spiral Framework, which served as basis for an interpretative phenomenological analysis of their journey navigating this transformative course. The results of this study include four themes; (1) Opting in—Choosing RHE, (2) Learning in Regenerative Ways, (3) Navigating Resistance(s), and (4) Transformative Impacts of RHE. These themes can be used by practitioners to design and engage with regenerative forms of higher education, and by scholars to guide further inquiry. van den Berg B, Poldner KA, Sjoer E, Wals AEJ. ‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education. Education Sciences. 2022; 12(8):533. https://doi.org/10.3390/educsci12080533
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Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socioecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practises and barriers to enacting such forms of RHE are shown. This study revealed seven educational practises that occurred across the innovation niches. It is important to note that these practises are enacted in different ways, or are locally nested in unique expressions; for example, while the ‘practise’ of cultivating personal transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practises are derived from twenty-seven narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms in October 2021 and included 21 participants active in Dutch universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 min in total length and included both English (14) and Dutch (12) interviews. These episodes were analysed through transition mapping a method based on story analysis and transition design. The results include seven design practises such as cultivating personal transformations, nurturing ecosystems of support, and tackling relevant and urgent transition challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges. van den Berg B, Poldner K, Sjoer E, Wals A. Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands—A Podcast-Based Inquiry. Sustainability. 2022; 14(15):9138. https://doi.org/10.3390/su14159138
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Higher education has the potential to act as ecosystem catalysts, connecting with the places our institutions which they are a part of, for learning-based changes with wicked (sustainability) challenges. This, however, calls for reorienting and rethinking of the higher educational narratives and subsequent practices towards more ecological and relational ones. In this study, a pilot aimed to connect a course at The Hague University of Applied Sciences (The Netherlands) to an industrial park next to the university which is undergoing transition towards a sustainable living space. The pilot, which ran from September 2020 to February 2021, included 17 students from 9 nationalities and 12 different bachelor programmes, and was designed according to the concepts of an ‘ecology of learning’. In this semester long course, called Mission Impact, students reflected every five-weeks, to capture their learning experiences using a combination of arts-based and narrative reflection methods. Two questions guided the analysis: (1) what are the key design characteristics of an ecological approach to higher education that connects to sustainability transformations (in times of COVID-19) and (2) what does this type of education asks from to learners. The reflective artefacts were analysed using Narratives of T-Mapping and juxtaposed with autoethnographic insights maintained by the first author for triangulation. Preliminary results of this pilot include the structure in chaos, space for transformation, openness for emerging futures & action confidence as components of such an ecological education that connects to and co-creates sustainability transformations.
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Our planet’s ecology and society are on a collision course, which manifests due to a contradiction in the assumptions of unlimited material growth fueling the linear economic paradigm. Our closed planetary ecosystem imposes confined amounts of space and a finite extent of resources upon its inhabitants. However, practically all the economic perspectives have been defiantly neglecting these realities, as resources are extracted, used and disposed of reluctantly (Ellen MacArthur Foundation 2015). The circular economy attempts to reconcile the extraction, production and usage of goods and resources with the limited availability of those resources and nature’s regenerative capabilities This perspective entails a shift throughout the supply chain, from material science (e g non-toxic, regenerative biomaterials) to novel logistical systems (e g low-carbon reverse logistics). Because of this, the circular economy is often celebrated for its potential environmental benefits and its usefulness as a blueprint for sustainable development (Ellen MacArthur Foundation 2017). Unfortunately, the promise of the circular economy aiming at enhanced sustainability through restorative intent and design (McDonough & Braungart 2010), is often inhibited by institutional barriers posed by the current linear economy of take, make, use and waste (Ghisellini et al. 2016). Underlying those barriers our cultural paradigm celebrates consumerism, exponential growth and financial benefit instead of human values such as diversity, care and trust. Based on a mapping exercise of the circular economy discourse in the Netherlands and an overview of international (academic) literature (Van den Berg 2020) supplemented with collaborative co-creation sessions, visiting events, conferences, giving talks and classes, we have defined a gap leading to the focus of the Professorship. First, we highlight the importance of a process approach in studying the transition from a linear to a circular economy, which is why we use the verb ‘entrepreneuring’ as it indicates the movement we collectively need to make. The majority of work in the field is based on start-ups and only captures snapshots while longitudinal and transition perspectives - especially of larger companies - are missing (Merli et al. 2019; Geissdoerfer et al. 2018; Bocken et al. 2014). We specifically adopt an entrepreneurship-as-practice lens (Thompson, Verduijn & Gartner 2020), which allows us to trace the doings – as opposed to only the sayings - of organizations involved in circular innovation. Such an approach also enables us to study cross-sector and interfirm collaboration, which is crucial to achieve ecosystem circularity (Raworth 2019). As materials flow between actors in a system, traditional views of ‘a value chain’ slowly make way for an ecosystem or value web perspective on ‘organizing business’. We summarize this first theme as ‘entrepreneurship as social change’ broadening dominant views of what economic activity is and who the main actors are supposed to be (Barinaga 2013; Calás, Smircich & Bourne 2009; Steyaert & Hjorth 2008; Nicholls 2008). Second, within the Circular Business Professorship value is a big word in two ways. First of all, we believe that a transition to a circular economy is not just a transition of materials, nor technologies - it is most of all a transition of values We are interested in how people can explore their own agency in transitioning to a circular economy thereby aligning their personal values with the values of the organization and the larger system they are a part of Second, while circularity is a broad concept that can be approached through different lenses, the way in which things are valued and how value is created and extracted lies at the heart of the transition (Mazzucato 2018). If we don’t understand value as collectively crafted it will be very hard to change things, which is why we specifically focus on multiplicity and co-creation in the process of reclaiming value, originating from an ethics of care Third, sustainability efforts are often concerned with optimization of the current – linear – system by means of ecoefficient practices that are a bit ‘less bad’; using ’less resources’, causing ‘less pollution’ and ‘having less negative impact’. In contrast, eco-effective practices are inherently good, departing from the notion of abundance: circular thinking celebrates the abundance of nature’s regenerative capacities as well as the abundance of our imagination to envision new realities (Ellen MacArthur Foundation 2015). Instead of exploiting natural resources, we should look closely in order to learn how we can build resilient self-sustaining ecosystems like the ones we find in nature. We are in need of rediscovering our profound connection with and appreciation of nature, which requires us to move beyond the cognitive and employ an aesthetic perspective of sustainability This perspective informs our approach to innovating education: aesthetics can support deep sustainability learning (Ivanaj, Poldner & Shrivastava 2014) and contribute to facilitating the circular change makers of the future. The current linear economy has driven our planet’s ecology and society towards a collision course and it is really now or never: if we don’t alter the course towards a circular economy today, then when? When will it become urgent enough for us to take action? Which disaster is needed for us to wake up? We desperately need substitutes for the current neo-liberal paradigm, which underlies our linear society and prevents us from becoming an economy of well-being In Entrepreneuring a regenerative society I propose three research themes – ‘entrepreneurship as social change’, ‘reclaiming value’ and ‘the aesthetics of sustainability’ – as alternative ways of embracing, studying and co-creating such a novel reality. LinkedIn: https://www.linkedin.com/in/kim-poldner-a003473/
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At the age of a failing economic system and undeniable evidence of the effects humankind has had over the planet, it is necessary to look for alternatives to the way we live locally. This article explores the use of designing narratives and metanarratives to co-create imaginaries serving as the needed alternatives. This research starts by considering the historical factors to understand how industrialisation and the loss of traditional practices created a culture of disconnection from Nature in the Girona area, but also looks at why people start now reconnecting with it. The analysis is the foundation for speculative design practices to co-create a new local narrative of connection and regeneration. The project adopted the Integrative Worldviews Framework and used paradoxes to create possible future worldviews based on historical factors and literature. Citizens participated in conversational future-visioning workshops to develop and evaluate their local imagery of the previously created worldviews. This conversation-based exercise evidenced the potential of paradoxes in destructive futures to create imaginaries of regeneration. These imaginaries merge and form future stories. From the future narratives, the practice created cultural artefacts embodying a new culture of connection based on storytelling, traditional jobs, and a mythological understanding of Nature. Finally, as observed at the end of the project, these artefacts allow citizens to adopt them as their culture and expand their current worldview.
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Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as “an education for the future”. Many challenges outlined by the SDGs are supposed to be solved by “inclusive” or “sustainable” economic growth, assuming that economic growth can be conveniently decoupled from resource consumption. Yet, the current hegemony of the sustainability-through-growth paradigm has actually increased inequalities and pressure on natural resources, exacerbating biodiversity loss, climate change and resulting social tensions. With unreflective support for growth, far from challenging the status quo, the SDGs and consequently, the ESDGs, condone continuing environmental exploitation, depriving millions of species of their right to flourish, and impoverishing future generations. This article creates greater awareness of the paradoxes of sustainable development and encourages teaching for sustainability through various examples of alternative education that emphasizes planetary ethic and degrowth. The alternatives include Indigenous learning, ecopedagogy, ecocentric education, education for steady-state and circular economy, empowerment and liberation. “This is an Accepted Manuscript of an article published by Taylor & Francis in 'Journal of Environmental Education' on 01/20/20, available online: https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Despite the willingness of many educational institutions worldwide to embrace Education for Sustainable Development and Education for Sustainable Development Goals, critical scholars have pointed out that the very enterprise of sustainable development is not without its contradictions. Therefore, any education that engages with sustainable development needs to be carefully reviewed, rather than supported, in its ambition to promote the supposedly universally desirable aims. The rhetoric of sustainable development as meeting the needs of present and future generations is largely anthropocentric in failing to take nonhuman species into account when setting up pragmatic and ethical objectives. Similarly to the Millennium Development Goals (MDGs) that have helped to raise living standards across the world, but have largely failed to address environmental sustainability challenges, the Sustainability Development Goals (SDGs) tend to prioritize “inclusive economic growth” at the expense of ecological integrity, which is very likely to negatively affect not only nonhuman species but also future generations and their quality of life. Thus, as this chapter will argue, universally applicable Education for Sustainable Development Goals (ESDGs) is problematic in the context of addressing the long-term sustainability for both human and nonhuman inhabitants of the planet. Given escalating climate change, biodiversity loss, pollution, and depletion of natural resources, this chapter questions whether ESDGs can qualify as a desirable “quality education”. The paradoxes of sustainable development and ways forward that seem a better alternative for ESDG include indigenous/traditional learning, ecopedagogy, ecocentric education, and education for degrowth, steady-state, and Cradle-to-Cradle and circular economy. Advantages of universal education are also highlighted, as any education that supports basic literacy, numeracy, and values attributed to the intrinsic rights of humans and nonhumans can help students to be equipped to deal with social and environmental challenges. https://doi.org/10.3390/books978-3-03897-893-0-1 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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This open access book states that the endemic societal faultlines of our times are deeply intertwined and that they confront us with challenges affecting the security and sustainability of our societies. It states that new ways of inhabiting and cultivating our planet are needed to keep it healthy for future generations. This requires a fundamental shift from the current anthropocentric and economic growth-oriented social contract to a more ecocentric and regenerative natural social contract. The author posits that in a natural social contract, society cannot rely on the market or state alone for solutions to grand societal challenges, nor leave them to individual responsibility. Rather, these problems need to be solved through transformative social-ecological innovation (TSEI), which involves systemic changes that affect sustainability, health and justice. The TSEI framework presented in this book helps to diagnose and advance innovation and change across sectors and disciplines, and at different levels of governance. It identifies intervention points and helps formulate sustainable solutions for policymakers, administrators, concerned citizens and professionals in moving towards a more just and equitable society.
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Recently environmental education (EE) literature has been supportive of pluralistic rather than goal-oriented learning. Researchers argue that sustainability is not fixed but socially constructed and that sustainability issues should not be represented as indisputable targets. Countering this trend in environmental education research, this article argues that unsustainability should be treated as a concrete challenge that requires concrete solutions. The author will argue that there is a need for clear articulation of (1) what (un)sustainability is; (2) what are the key challenges of (un)sustainability; and (3) how the sustainability challenges can be meaningfully addressed. This article will outline a number of helpful frameworks that address obstacles to sustainability, ranging from population growth to unsustainable production and consumption practices. Solutions include investment in family planning to counter the effects of overpopulation, and alternative production frameworks, such as Cradle to Cradle that differs from the conventional frameworks. This article will conclude with the broader reflection that without goal-oriented critical learning explicitly providing sound models of sustainability, open learning may never permit transcendence from unsustainability. This article will develop a number of comprehensive frameworks targeted at solutions to sustainability issues both from ethical and practical perspectives. This is a post-peer-review, pre-copyedit version of an article published in "Environment, Development and Sustainability". The final authenticated version is available online at: https://doi.org/10.1007/s10668-014-9584-z https://www.linkedin.com/in/helenkopnina/
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In de Solution Rooms bespreken studenten, docenten, beleidsmakers en onderzoekers uitdagingen en oplossingsrichtingen voor het vervolgonderwijs van de toekomst. Eén van de thema's is 'Duurzaamheid', waar Rolien Blanken een wetenschappelijke reflectie over schreef. Twee problemen zijn geïdentificeerd bij doorvoeren van duurzaamheid binnen de instelling en het onderwijs: de complexiteit van het vraagstuk enerzijds en draagvlak en effecten op de studenten anderzijds. Dit bemoeilijkt het duurzaamheidsproces. Inzetten op het gebruik maken van meetinstrumenten voor verduurzaming van curricula, transdisciplinair- en sectoroverstijgend werken en duurzaam burgerschap als uitgangspunt voor studentontwikkeling kunnen helpen om tot een succesvolle verduurzaming te komen. Aandacht voor duurzaamheid in het onderwijs kent een hoge mate van urgentie. De student ervaart hierbij negatieve invloed op het welzijn. Tegelijkertijd is verduurzaming een complex proces. Het doorvoeren van regeneratief onderwijs kan helpen bij het aangaan van genoemde uitdagingen. Naast het meten van de duurzaamheid van het curriculum is aan te bevelen breder in de organisatie duurzaamheid te meten en door te voeren. Het werken met integrated reporting kan hierin bijdragen. Transdisciplinair en sectoroverstijgend werken is een goede oplossing om duurzaamheidstransities te bereiken. Dit kan men toepassen door te werken in labs. In deze omgevingen zijn diverse stakeholders betrokken en kan de student zijn rol als wereldburger hier in co-creatie vervullen.
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