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https://www.youtube.com/watch?v=BlasOHwweiA

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Wetheuncivilised, A Life Story (trailer)

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https://www.youtube.com/watch?v=LOyh5hhBrFQ

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- A French TV show: Nus et Culottés

- Yes Theory Youtube channel

- Voluntary Simplicity movement

- Abundant conviviality movement

- Board game: Integration game

- International ecological schools:

The Schumacher College, UK,

Ecodharma, Spain,

Findhorn Ecovillage, Scotland, https://www.ecovillagefindhorn.com/

- Dragon Dreaming methodolgy: https://dragondreaming.org/- Tega Brain, environmental engineer and artist,

http://tegabrain.com/about
- About the 3 divides by Otto Scharmer: https://www.youtube.com/watch?v=pbnfpUAi_lk

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- The monk who sold his Ferrari

- The 10 rules of Ikigai

- Live like a Stoic by Massimo Pigliucci

- Two little wondering monks by Ben Baba Viatte

- Philosophy of walking by Duccio Demetrio

- Walden by Henry David Thoreau (full audiobook about a man living in the wilderness in the 19th century:
https://www.youtube.com/watch?v=VaME4iHUhSE)

- Planet Schooling by Lucy Legan

- Gaia's Garden by Tobi Hemeway

- Legacy of Luca by Julia Butterfly Hill

- Guide to Permaculture by Sepp Holzer

- Introduction to permaculture by Bill Mollison

- Zen: the art of simple living by Shunmio Masuno

- The Ecology Book (2019)

- Brilliant Green: the surprising history and science of plant intelligence by A. Viola and S. Mancuso

- Ecology of wisdom by Arne Naess

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https://youtu.be/8gqwpfEcBjI

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Youth work and international mobility.
Arts, Workshops.

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Espai Jove "El Casal"
Polinyà Catalunya

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Nadal Jove Polinya 2021 Aquí teniu la programació per aquest Nadal jove 2021! Totes les activitats són gratuïtes (excepte l’esquiada jove). Per poder realitzar... ESQUIADA JOVE 2k21 – LA MASELLA ... Assessories del punt d’informació juveni ...

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Inspiring movie- The Boy Who Harnessed The Wind

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Inspiring movie- The Boy Who Harnessed The Wind

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The Boy Who Harnessed The Wind | Offical Trailer [HD] | Netflix

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https://ethical.net/resources/

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Ethical Alternatives & Resources - ethical.net

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We've compiled an open list of resources for ethical living - from browsers to books, TED talks to apps. Click to check it out - or make a contribution!

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Very inspiring city, they have workshops online and in person and there are many documentaries about them

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Auroville wants to be a universal town where men and women of all countries are able to live in peace and progressive harmony above all creeds, all politics and all nationalities.
The purpose of Auroville is to realise human unity.

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Auroville wants to be a universal town where men and women of all countries are able to live in peace and progressive harmony above all creeds, all politics and all nationalities. The purpose of Auroville is to realise human unity.

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"
"Earthship Biotecture is everything I hoped it would be and more. I believe the staff has a true sense of just how many people have left behind their old life and taken a leap of faith to attend earthship Biotecture. I felt welcome and safe, and felt like the staff understood what it took for me to come to Earthship. I feel the staff at Earthship is unusually empathetic to the needs of their students. I love Earthship Biotecture, and I will recommend this organization and academy experience to any future friend or relative who expresses an interest in sustainability.""

- Earthship Academy Student

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Sustainable Architecture, Building school, Eco housing, Evolved homes, sustainability, self sufficiency, Michael Reynolds, green housing

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Taller Art Cultura i Creació por Espai Jove Polinya - Mota

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Taller Art Cultura i Creació por Espai Jove Polinya - Mota

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Financial Inclusion of Smallholders Silvija

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Financial Inclusion of Smallholders Silvija

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Welcome to Talento para el Futuro - see blog posts

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Exploring the water crisis and ways to solve it

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Docu-series on what is behind the products we buy. Social and environmental impacts

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Rotten | Official Trailer [HD] | Netflix

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Documentary on protecting the soil and regenerative agriculture

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Wave of Change-about sustainability in outdoor sports

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Wave of Change-about sustainability in outdoor sports

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Sustainability in sports (this youtube channel has other inspiring movies like Shelters), it's also introducing the Low Tech Lab's project "Nomade des mers", a sustainable, autonomous sail boat

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Samsara - A lét örök körforgása (HD Előzetes)

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Introduction to a Resource Based Economy

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https://youtu.be/XZG1FzyB8DI

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Into the Wild (2007) Trailer #1 | Movieclips Classic Trailers

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A summarized introduction to the Degrowth Movement. How it started, what its values are, activities etc

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A sense of urgency pervades global environmentalism, and the degrowth movement is bursting into the mainstream. As climate catastrophe looms closer, people are eager to learn what degrowth is about, and whether we can save the planet by changing how we live. This book is an introduction to the movement.

As politicians and corporations obsess over growth objectives, the degrowth movement demands that we must slow down the economy by transforming our economies, our politics and our cultures to live within the Earth's limits.

This book navigates the practice and strategies of the movement, looking at its strengths and weaknesses. Covering horizontal democracy, local economies and the reduction of work, it shows us why degrowth is a compelling and realistic project.

Vincent Liegey is an engineer, interdisciplinary researcher, spokesperson for the French degrowth movement and co-author of Un Projet de Décroissance ons Utopia, 2013). He is also the coordinator of Cargonomia - a centre for research and experimentation on degrowth, a social cooperative for sustainable logistical solutions and local food distribution using cargo-bikes in Budapest.

Anitra Nelson is Honorary Principal Fellow at the Melbourne Sustainable Society Institute at the University of Melbourne, Australia. She is the author of Small is Necessary: Shared Living on a Shared Planet (Pluto, 2018) and is co-editor of Food for Degrowth (Routledge, 2020) with Ferne Edwards.

'Everyone knows we can't go on like this. As the world lurches from crisis to crisis, 'Exploring Degrowth' outlines alternatives to a capitalism that expands like a cancer. This is a lively and accessible introduction to the ideas, theorists and controversies associated with degrowth' - Jeff Sparrow, Guardian

'We can improve people's lives right now, without any growth at all, simply by sharing what we already have more fairly and investing in public goods. This book paints a picture of the new economy that lies ahead - an economy that enables human flourishing for all within planetary boundaries' - Jason Hickel, author of 'Less is More: How Degrowth Will Save the World'

'An excellent introduction to the degrowth perspective, an important contribution to an urgent debate' - John Holloway, author of 'Change the World Without Taking Power'

'The perfect introduction to the burgeoning intellectual and activist movement of degrowth. Short, crisp and provocative' - Giorgos Kallis, author of 'In Defense of Degrowth'

'A superbly written reflection on degrowth politics' - Ariel Salleh, editor of 'Eco-Sufficiency and Global Justice'

Foreword by Jason Hickel
Preface
Acknowledgements
1. Introduction: Exploring 'Degrowth'
2. Decolonising Our Growth Imaginaries
3. Degrowth in Practice
4. Political Strategies for Degrowth
5. The Degrowth Project: A Work in Progress
Postface: 'Now Is the Time of Monsters'
Appendix 1: A Platform for Degrowth
Appendix 2: The Content of the Unconditional Autonomy Allowance
Appendix 3: Implementing the Unconditional Autonomy Allowance: Transitionary Steps Notes
Selected Further Reading and Links
Index

Published by Pluto Press in Aug 2020

Paperback ISBN: 9780745342023
Hardcover ISBN: 9780745342016
eBook ISBN: 9781786807601

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A sense of urgency pervades global environmentalism, and the degrowth movement is bursting into the mainstream. As climate catastrophe looms closer, people are eager to learn what degrowth is about, and whether we can save the planet by changing how we live. This book is an introduction to the movement.

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More about international projects and the volunteering program

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"Szatyor goes Abroad" was founded with the intention of uniting people from across Europe who share similar values and are committed to working towards our shared goal of a sustainable future.

This website is managed by Szatyor Association, its stuff and mainly its international volunteers who take part in the ESC program. Our aim with this site is to provide information, connections, non-formal learning and self development opportunities and inspiration from young people who have participated in various events.

In Szatyor Association, we organize and facilitate community events such as intercultural learning programmes for children, alternative/experimental small-economy systems, educational workshops, film screenings and discussion evenings revolving around ecological issues.

We also liaise with other organisations in Hungary who are committed to similar goals, working together in hosting presentations and workshops.

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"Szatyor goes Abroad" was founded with the intention of uniting people from across Europe who share similar values and are committed to working towards our shared goal of a sustainable future. This website is managed by Szatyor Association, its stuff and mainly its international volunteers who take part in the ESC program.

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Copy any link of news here at it says whether it is false or not

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bellingcat - the home of online investigations

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Your donation to Bellingcat is a direct contribution to our research. With your support, we will continue to publish groundbreaking investigations and uncover wrongdoing all around the world.

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Üdvözlünk a Szatyor Egyesület honlapján, a környezettudatos, öko gondolkodású emberek gyűjtőhelyén. Bízunk benne, hogy sikerült érdekes információkat, inspiráló gondolatokat és kapcsolódási felületeket találni. A Szatyor Csapat

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Üdvözlünk a Szatyor Egyesület honlapján, a környezettudatos, öko gondolkodású emberek gyűjtőhelyén. Bízunk benne, hogy sikerült érdekes információkat, inspiráló gondolatokat és kapcsolódási felületeket találni. A Szatyor Csapat

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It demonstrates in a very easy to understand way how much of the resources of the future generation we use.

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We know that thinking about overshoot can be overwhelming-we're right there with you. First, we should mention that we're not ecological resource- or climate-"doom-and-gloom" people. We're also not over-optimistic, "change-your-lightbulbs-and-we'll-be-OK" types, either. We're realists. Somewhere in the middle.

Individuals have the power to better their homes and communities. The greatest potential for large-scale impact, however, lies with governments and businesses who align their policies and strategies with the reality of our finite planet.

More precisely, immense #PowerOfPossibility can be found in the countless existing solutions that can be implemented at scale. With them, we can make ourselves more resilient and #MoveTheDate of Earth Overshoot Day.

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Overshoot occurs when humanity's demand on nature exceeds Earth's biocapacity. In 2023, Earth Overshoot Day falls on August 2nd.

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Suntem un grup de oameni dedicați învățării în context nonformal și informal, cu experiență în ceea ce privește formarea, învățarea și derularea de programe educative. Am fost împreună încă de la început, când CREATIV era doar o idee și am continuat să creștem împreună, din diverse roluri. Ne dorim să contribuim...

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Suntem un grup de oameni dedicați învățării în context nonformal și informal, cu experiență în ceea ce privește formarea, învățarea și derularea de programe educative. Am fost împreună încă de la început, când CREATIV era doar o idee și am continuat să creștem împreună, din diverse roluri. Ne dorim să contribuim...

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Gracias a varios comercios del barrio, (Bar Berlín, Bar Coto Baruyu 2, Carniceria Claudio, Copy market,Ferretería Nuevo Gijón, Farmacia Germán,Fruteria "Sin frutas no hay paraiso"Herboristería "Herbosura",Librería Beyty" Zapatillería "De andar por casa",tenemos preparada la...

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Asociación El Telar - Asociación de dinamización comunitaria

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Gracias a varios comercios del barrio, (Bar Berlín, Bar Coto Baruyu 2, Carniceria Claudio, Copy market,Ferretería Nuevo Gijón, Farmacia Germán,Fruteria "Sin frutas no hay paraiso"Herboristería "Herbosura",Librería Beyty" Zapatillería "De andar por casa",tenemos preparada la...

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Abierto hasta el amanecer (Open until dawn)

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Abierto hasta el amanecer (Open until dawn)

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Asociación Juvenil Abierto Hasta el Amanecer

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A.J. Abierto Hasta el Amanecer intenta adoptar todas las medidas necesarias con el objetivo de permitir el acceso a esta web de todas las personas independientemente de su condición física o de su entorno.

Separación de contenido y presentación mediante hojas de estilo.

Uso de unidades relativas (permiten redimensión de texto y diseños fluidos).

Contraste de colores.

Aún así, si te resulta complicado la consulta de cualquier contenido te pedimos que nos ayudes a mejorar la accesibilidad de nuestra web para poder atenderte mejor.

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INICIO - Asociación Juvenil Abierto Hasta el Amanecer

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A.J. Abierto Hasta el Amanecer intenta adoptar todas las medidas necesarias con el objetivo de permitir el acceso a esta web de todas las personas independientemente de su condición física o de su entorno. Separación de contenido y presentación mediante hojas de estilo. Uso de unidades relativas (permiten redimensión de texto y diseños fluidos).

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The main topic of the Workshop was about European Solidarity Corps gathering 27 students from Universities and high schools from northeren districts (Kukes, Has, and Tropoja).
-From EVS to ESC
- What is European Solidarity Corps
- Who can join ESC?
- Creating the Profile within ESC portal.

Me nxënës të Shkollës 'Ahmet Voka' Gostil, biseduam për rëndësinë që ka sporti në parandalimin e dhunës. Biseduam sesi përjashtimi social, bullizmi na çojnë në veprime ekstreme, ndërsa sportet jo konkurruese ndihmojne gjithëpërfshirjen. Ky workshop mbahet në kuadër të projektit 'Afër Sportit, Larg Ekstremizmit' mbështetur nga UNICRI. #sport4development#sportinclusion#UNICRI

During the Workshop 'Social Inclusion and Sport, with youth from 'Ahmet Voka' school in Gostil, talking for sport, social inclusion and violence. This project "A step towards to sport, Step away from extremism" is supported by UNICRI UNICRI - United Nations Interregional Crime and Justice Research Institute

Me nxënës të Shkollës 'Riza Spahiu', biseduam për rëndësinë që ka sporti në parandalimin e dhunës. Biseduam sesi përjashtimi social, bullizmi na çojnë në veprime ekstreme, ndërsa sportet jo konkurruese ndihmojne gjithëpërfshirjen.Aktivitetet po organizohen me mbështetjen edhe të Drejtorisë se Rinisë pranë Bashkisë Kukës, të cilët i falenderojmë pa masë. Ky workshop mbahet në kuadër të projektit 'Afër Sportit, Larg Ekstremizmit' mbështetur nga UNICRI.#sport4development#sportinclusion#UNICRI

During the Workshop 'Social Inclusion and Sport, with youth from 'Riza Spahiu' school, talking for sport, social inclusion and violence. The activities are being organized with the support of the Directorate of Youth at the Municipality of Kukës. This project "A step towards to sport, Step away from extremism" is supported by UNICRI UNICRI - United Nations Interregional Crime and Justice Research Institute

Qendra për Progres Rinor me mbështetjen e UNICRI, organizon trainimin Sport për Zhvillim.
Ky trainim ka për qëllim të aftësojë punonjësit rinor që të adresojnë përmes sportit, parandalimin dhe përfshirjen e të rinjve (12-17 vjeç) në ekstremizëm të dhunshëm.

Trainimi synon të mbledhë 20 të rinjë të moshave 18 - 35 vjeç nga shkollat, institucionet vendore dhe grupe rinore të ndryshme në Kukës.
Trainimi do të mbahet në Kukës, me datat: 17-21 Dhjetor 2021.

Të interesuarit duhet të plotësojnë formën e aplikimit ose të na shkrujane nje letër motivimi deri në datën dhe të na e dërgojnë në adresën e e-mail: orgcyp@hotmail.com ose në facebook.

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The main topic of the Workshop was about European Solidarity Corps gathering 27 students from Universities and high schools from northeren districts (Kukes, Has, and Tropoja).-From EVS to ESC- What is European Solidarity Corps- Who can join ESC? - Creating the Profile within ESC portal.

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JICA website uses cookies to provide you with a better service.
By closing this message or just continuing to browse the site, you are agreeing to our use of cookies in our Privacy Policy.

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JICA website uses cookies to provide you with a better service.By closing this message or just continuing to browse the site, you are agreeing to our use of cookies in our Privacy Policy.

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NEWTRAL - website that gives you more information about whether the news are fake or not - in Spanish

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NEWTRAL - website that gives you more information about whether the news are fake or not - in Spanish

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https://instagram.com/nomesplastic?igshid=YmMyMTA2M2Y=

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nomesplastic * Instagram photos and videos

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https://www.capracourse.net/about/

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Introduction

During the last four decades, a new conception of life has emerged at the forefront of science. It is a unified view that integrates life's biological, cognitive, social and ecological dimensions. At the very core of this new understanding of life we find a profound change of metaphors: from seeing the world as a machine to understanding it as a network.

This new science of life is now being developed by outstanding researchers and their teams around the world. I have integrated their concepts and ideas into a single coherent framework - a unique synthesis, which I am teaching for the first time in this online course.

I call the new conception of life a "systems view" because it involves a new kind of thinking - thinking in terms of relationships, patterns, and context. In science, this way of thinking is known as "systems thinking," or "systemic thinking," because it is crucial to understanding living systems of any kind - living organisms, social systems, or ecosystems.

Systems thinking makes us aware of the fact that the major problems of our time - energy, economics, climate change, inequality -are all interconnected and interdependent. They are systemic problems that require corresponding systemic solutions.

This course will give you the conceptual tools to understand the nature of our systemic problems and to recognize the systemic solutions that are being developed by individuals and organizations around the world.

I hope you will consider taking the Capra Course, and I look forward to stimulating discussions.

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Introduction During the last four decades, a new conception of life has emerged at the forefront of science. It is a unified view that integrates life's biological, cognitive, social and ecological dimensions. At the very core of this new understanding of life we find a profound change of metaphors: from seeing the world as a...

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Open Source collection of practical tutorials for a more sustainable life/ low tech (using responsible, zero waste resources)

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Le 1er août 2026, j'ai publié une version beaucoup plus simple, intitulée "Voile d'ombrage pour fenêtres (solution simple et sans couture)" ____________________________________________ En utilisant de la voile d'ombrage et des moyens de fixation simple, on peut créer soi-même une protection très efficace contre la chaleur, translucide donc qui assombrit peu, amovible, réutilisable et robuste, relativement abordable surtout compte-tenu de sa durabilité, adaptable aux fenêtres, velux, baies vitrées...

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Biodizionario - Il primo dizionario online cosmetico e alimentare

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Gives you a more complete and precise understanding of what ingredients products ave and how dangerous they are fr your health

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Short documentary about the overview effect

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Short documentary about the overview effect

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https://m.youtube.com/watch?v=wupToqz1e2g

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Explanation of iceberg model of systems thinking

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Explanation of iceberg model of systems thinking

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https://ecochallenge.org/iceberg-model/

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Systems thinking is a way of approaching problems that asks how various elements within a system - which could be an ecosystem, an organization, or something more dispersed such as a supply chain - influence one another. Rather than reacting to individual problems that arise, a systems thinker will ask about relationships to other activities within the system, look for patterns over time, and seek root causes.

One systems thinking model that is helpful for understanding global issues is the iceberg model. We know that an iceberg has only 10 percent of its total mass above the water while 90 percent is underwater. But that 90 percent is what the ocean currents act on, and what creates the iceberg's behavior at its tip. Global issues can be viewed in this same way.

Levels of Thinking
1. The Event Level
The event level is the level at which we typically perceive the world-for instance, waking up one morning to find we have caught a cold. While problems observed at the event level can often be addressed with a simple readjustment, the iceberg model pushes us not to assume that every issue can be solved by simply treating the symptom or adjusting at the event level.
2. The Pattern Level
If we look just below the event level, we often notice patterns. Similar events have been taking place over time - we may have been catching more colds when we haven't been resting enough. Observing patterns allows us to forecast and forestall events.
3. The Structure Level
Below the pattern level lies the structure level. When we ask, "What is causing the pattern we are observing?" the answer is usually some kind of structure. Increased stress at work due to the new promotion policy, the habit of eating poorly when under stress, or the inconvenient location of healthy food sources could all be structures at play in our catching a cold. According to Professor John Gerber, structures can include the following:

1. Physical things - like vending machines, roads, traffic lights or terrain.

2. Organizations - like corporations, governments, and schools.

3. Policies - like laws, regulations, and tax structures.

4. Ritual - habitual behaviors so ingrained that they are not conscious.

4. The Mental Model Level
Mental models are the attitudes, beliefs, morals, expectations, and values that allow structures to continue functioning as they are. These are the beliefs that we often learn subconsciously from our society or family and are likely unaware of. Mental models that could be involved in us catching a cold could include: a belief that career is deeply important to our identity, that healthy food is too expensive, or that rest is for the unmotivated.

Putting the Levels Together

Take a look at the diagram below to see the Iceberg Model applied to an instance of catching a cold.

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Systems thinking is a way of approaching problems that asks how various elements within a system - which could be an ecosystem, an organization, or something more dispersed such as a supply chain - influence one another.

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https://www.youtube.com/watch?v=8yePCpWH3g0

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A hopeful documentary about solutions.

https://www.youtube.com/watch?v=lBuoaOO_NTw

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https://www.goodreads.com/book/show/2612.The_Tipping_Point

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Discover and share books you love on Goodreads.

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Reference framework for defining your learning outcomes in a European project
https://www.flipsnack.com/saltotrainingandcooperation/revised-key-competences-in-youthpass-leaflet.html

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https://www.goodreads.com/book/show/3828902-thinking-in-systems?ac=1&from_search=true&qid=DzBkEylJ

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Read 1,182 reviews from the world’s largest community for readers. Meadows’ Thinking in Systems, is a concise and crucial book offering insight for problem…

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https://www.goodreads.com/book/show/18554985-the-systems

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The Systems View of Life: A Unifying Vision

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Read 60 reviews from the world’s largest community for readers. Over the past thirty years, a new systemic conception of life has emerged at the forefront …

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Recommended online learning course on systems thinking 

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Recommended online learning course on systems thinking 

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https://systemicdesignlabs.ethz.ch/drrs-mooc/

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We need to fundamentally redesign our societies, our economies, our lifestyles, our human-nature relation.

This innovative Massive Open Online Course (MOOC) hybridizes sustainability science, systemic design and transformative action. It provides you with worldviews, tools, illustrations and transformative networks to build your capacities and engage in systemic innovation of complex systems.

Climate change and pandemics like Covid-19 are some of today's most pressing complex challenges we as a society have to address; much of our economies and societies prove to be not resilient and regenerative, but exhaustive, vulnerable, and unfair. Scientific knowledge and reasoning are the fundamental tools to base policy and management decisions on, especially in times of crises. But we currently as well experience the limits of science alone when it comes to dealing with highly complex systems that are self-emergent, unpredictable, span across nested scales, depend on societal behavioral transitions, and lack data.

The increasingly fast-changing world requires as well skillsets of relational holism and creative weaving of effective solutions in cooperation. Such solutions need to strengthen regional bio-economies and local communities, while increasing cooperation on a sub-national scale, across national boundaries, still making us less dependent on global supply chains.
Tobias Luthe, program director

You will find different entry points to connect with this MOOC series: deep philosophical discourse, insights into the latest state of science on sustainability and resilience, designerly practice, hybrid methods, concrete design principles, real-world illustrations, and a motivating community.

Exciting real-world illustrations will take you to Hemsedal Norway, Annecy France, Ostana Italy, and Mallorca Spain - from material supply chains, to products, buildings, communities and their services, to landscapes, bio-regions, and transnational cooperation. This offers a comparative understanding of communities and regions undergoing sustainability transitions across different contexts, cultures, climates and geographies.

The prominent methods you will learn are systemic design and systems-oriented design, social network analysis, resilience assessment, life cycle and footprint analysis, circularity mapping, visual dialogue, cross-scale design, "view from above" perspectives, biomimicry, transdisciplinary research, real-world elaboration, and more.

The MOOCs' didactics are designed to combine time and place independent virtual learning through pre-recorded conversations and presentations, both accessible as movies and audio files, readings, and practical engagement outside in nature. Virtual content is meant to stimulate physical and social interaction in the bio-region where the participant lives. Systemic Cycles takes the participant on a conscious exploration of place and regional supply chain actors on their bicycle, to playfully learn systemic design methods, to weave together local and regional networks and to explore the inner self through physical activity. An accompanying visual mapping process called Gigamapping acts as a designerly way to co-create your own learning journey and connect across the MOOC series to your final transformative design project. Your personal QUEST guides you through your learning journey. Weekly live tutorials in an online forum offer opportunities to discuss and brainstorm with teachers.

You will learn together with diverse experts in their field - sustainability scientists, systemic designers, consultants, local and European politicians, book authors, builders, mountain guides, self-compassion trainers, and together co-create and connect communities of practice for learning and engagement opportunities

Time to invest will be about a minimum of 2-4 hours per week, with each MOOC taking three weeks of time.

A new learning community you will be part of - Designing Resilient Regenerative Systems (DRRS), a virtual place to co-create the Now and the Next, to deep dive into themes that a MOOC may trigger, to engage and create further learning opportunities. Check out DRRS.

This MOOC series is about creating positive impact in complex systems in times of nested crises. It is about navigating complexity and uncertainty with new tools and practices, such as "organic emergence." Complex systems are inherently dynamic and unpredictable: their properties are emergent. An organic way to engage with emergence is to trust in having the right tools and techniques to adaptively cope with sudden surprises or challenges, and to reveal hidden opportunities.

The four consecutive MOOCs aim to address these urgent and complex challenges. Participants are invited on a learning journey that includes emphasis on new holistic worldviews, concepts like regeneration and resilience, befriending complexity and uncertainty, methods and hybrid practices of science and design, connecting more with our inner self, and becoming bio-regional weavers within communities of transformational learning and praxis.

The increasingly fast-changing world requires skillsets of relational holism and creative weaving of effective solutions in cooperation.

Diverse experts in their fields who walk their talk. University professors, designers, builders, politicians, mountain guides, consultants, entrepreneurs, architects, visionaries, PhD students - and yourself, as participant, in the form of learning tandems with regionally close colleagues.

MOOC production team and lead instructors

We are grateful for friends and colleagues who as well teach in these MOOCs:

Fritjof Capra, PhD, Center for Ecoliteracy, Berkeley CA

Jeremy Lent, Author, Liology Institute, CA

Prof. Adrienne Grêt-Regamey, PhD, ETH Zurich

Philippe Vandenbroeck, ShiftN, International Futures Forum

Benjamin Marias, AIR coop, Vice-mayor of Annecy, France

Prof. Guillaume Habert, PhD, ETH Zurich

Prof. Detlef Günther, PhD, Vice-president, ETH Zurich

Prof. Ulrik Brandes, PhD, ETH Zurich

Prof. Michael Stauffacher, PhD, ETH Zurich

Prof. Catherine de Wolf, PhD, ETH Zurich

Nicolas Salliou, PhD, ETH Zurich

Eric L. Berlow, PhD, Vibrant Data Labs, Berkeley CA

Andrés Edwards, Author of "Renewal", EduTracks

Mirjam Luthe, Mindful Self Compassion, MonViso Institute

Haley Fitzpatrick, PhD student AHO, MonViso Institute

Prof. Andrea Bocco, PhD, Politecnico Torino, IT

Prof. Silvia Barbero, PhD, Politecnico Torino, IT

Prof. Birger Sevaldson, PhD, AHO Oslo, NO

Prof. Ingrid Halland, PhD, AHO Oslo, NO

Philipp Schneider, PhD, Hydrogeology, CH

Martin Schütz, ETHZ & ZHdK, Zurich, CH

Romano Wyss, PhD, EPFL Lausanne, CH

Werner Schönthaler, Hemp360, IT

Michaela Emch, biomimicry practitioner, Eclosions, CH

Michelle Fehler, Naturefactor, Arizona State University, US

Deborah Bidwell, Biomimicry, College of Charleston, US

Andi & Gieri Hinnen, St. Gallen, CH

and some more...

Special thanks for her help in developing this MOOC series:

Tiphaine Mühlethaler, student assistant, ETH Zurich

Video production and editing team:

Tristan Copley Smith, England

Elia Lombardo, Italy

Martin Hauge, Norway

ETHZ multimedia studio, Zurich

AHO multimedia studio, Oslo

Frédérique Gélinas, Italy/Canada

We weave bridges and build synergies between people, projects, ecosystems, and economies, between theory and practice - with the common goal to create net-positive impact.

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NEW! Designing Resilient Regenerative Systems (MOOC) - Systemic Design Labs

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We need to fundamentally redesign our societies, our economies, our lifestyles, our human-nature relation. This innovative Massive Open Online Course (MOOC) hybridizes sustainability science, systemic design and transformative action.

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Article on the transformational learning methodology (head, hands and heart)

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Article on the transformational learning methodology (head, hands and heart)

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http://www.susted.com/wordpress/content/head-heart-and-hands-model-for-transformative-learning-place-as-context-for-changing-sustainability-values_2015_03/

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PDF: Singleton JSE March 2015 Love Issue
Abstract: This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. The model was conceptualized from a synthesis of diverse literature, such as sustainable education, transformative learning theories, placed-based learning, indigenous learning approaches, experiential learning, eco-literacy, curriculum theory and conceptual change in science classes. Transformative processes are necessary to change the prevalent anthropocentric eco-paradigm of western culture toward more sustainable values and behaviors. Head, hand and heart is a holistic approach to developing ecoliteracy introduced by Orr (1992) and expanded by Sipos, Battisti and Grimm (2008). The model shows the holistic nature of transformative experience and relates the cognitive domain (head) to critical reflection, the affective domain (heart) to relational knowing and the psychomotor domain (hands) to engagement. Pugh's (2002) pragmatic construct of transformational learning experience offers an analytic tool for measuring transformational experiences through expanded perception (cognitive), expanded value (affective) and active use of learned concepts (psycho-motor). This model not only represents the multi-dimensional nature of transformative processes, it also includes the importance of learning context. The context of place provides a framework of authentic experience for deeper reflection, sense of belonging and body/sensory stimulation that acts as a catalyst for deep engagement required for transformation. Literature in the domain areas are discussed as well as the importance of nature connection and love of place to sustainability values and pro-environmental behaviors.

Keywords: Sustainability values, transformational learning, nature-connectedness, ecoliteracy, head, heart and hand model, place-based learning
Transforming Eco-Paradigms for Sustainable Values
Ecological sustainability, as defined by the Brundtland Commission, means to meet the resource needs of the present without compromising the ability of future generations to meet their own needs. The lack of sustainability values and the anthropogenic environmental paradigm of western culture are evidenced by the large ecological footprint of developed nations; therefore, education for sustainability is necessarily transformative. The goal of education for sustainability is to transform the environmental perspectives of the learners from viewing the environment as a commodity to a community, from consumer to conserver, from short-term reactor to long-term evaluator. Changing and expanding worldviews of learners is the goal of transformative learning (Mezirow, 1978; O'Sullivan, 2008; Taylor, 2007). Another perspective based on the work of Freire (2007/1970) emphasizes societal transformation. This social-emancipatory view of transformative learning fosters conscientization among participants through critical reflection for the purpose of creating a more equitable world (Freire, 1970). O'Sullivan presents a planetary view which defines transformative learning as a profound shift in awareness that alters one's way of being in the world and one's view of the interconnectedness of self, the human community and the natural environment (O'Sullivan, Morrel, & O'Connor, 2002; O'Sullivan, 2008). The theory of transformative learning has evolved over time, initially focusing on the individual but expanding to community and then a planetary view. From these perspectives, transformation goes beyond epistemological processes of a change of worldview to an ontological process of a change in being in the world (Lange, 2004).

Another, ancient tradition of transformative learning comes from an indigenous perspective. Indigenous education revolves around a transformational process of learning how to establish and maintain relationships between self, place and community or tribe (Cajete, 1994). Indigenous education is a life-long process of trial and tribulation that teaches an individual how to be in the world through reflection of personal or shared experience and participation in a greater community of life (Cajete, 1999). Indigenous epistemologies are grounded in the meaningful context of inter-relationships and nature experience. These ways of thinking are considered transformative because they reinforce the shaping factors of transformative learning which are critical reflection, emotional engagement and relational knowing (Taylor, 2007).

The indigenous perspective of transformative learning aligns with O'Sullivan's (2008) planetary view of transformative learning and provides an important perspective of education for ecological sustainability (Cajete, 1999). The notion of reclaiming ancient wisdom traditions for ecological sustainability is prevalent in the literature. This approach to education also parallels the essence of place-based education which strives to reform and transform current stifling, heartless educational institutions to include the spirit of community, a re-imagined relationship to nature and a commitment to the responsibilities that grow from that relationship (Gilliam & Lane-Zucker, 1996). Critical transformative learning goes beyond the personal toward community action, even societal transformation. Approaching sustainability education through transformative experience could have pragmatic impact on the learner, the community and the environment.

Love of place and a sense of connection or belonging are foundational toward development of sustainability values. Critical ecological educators have claimed that love of place is the key to fostering sustainable behaviors (Meyers & Frantz, 2004). Leopold discusses love and respect when he describes his land ethic and land as a community to which we belong (Leopold, 1949). People care about and tend to who or what they love. Affect or emotions determine what we pay attention to, what we value, and how we make judgments and decisions. Emotions are the reasons for action and change because emotions are the context for interpreting and responding to experience. Research shows that active environmentalists attribute their commitment to the environment to love of a special place in nature as a child or adolescent, and sharing nature experiences with a beloved adult mentor (Carson, 1965; Chawla, 2006). This love of nature may need to be triggered by experience or will otherwise remain dormant. To inspire children to consider environmental behaviors and develop into adults that make ecologically sustainable decisions, it is important to provide opportunities for children to have prolonged experience in natural settings and to bond with a place rather than gloom and doom curricula about faraway places (Athman & Stanek, 2006: Semken & Freeman, 2008; Sobel, 1996). Love of nature or a special place could be critical in fueling the passion that motivates transformation of ecological paradigms.
Transformative Learning and Children
Transformative Learning Theory has been applied as an adult learning theory because it was assumed that children lack the experience, cognitive ability and critical reflection needed for transformative experience (Merriam, 2004; Taylor, 2007). However, research into how people learn has shown that children are quite capable of reflection and self-regulation of their learning; research has revealed a competence and metacognitive knowledge in young children (National Research Council, 2000). Because educators have commonly underestimated young children's capacity for metacognition these abilities lay dormant and untapped in traditional classrooms (National Research Council, 2007). Metacognition, or thinking about thinking, involves self awareness of one's abilities or limitations and self regulation of learning. Metacognition is essentially introspective and critically reflective. Dewey (1938/1997) claimed that reflection helps learners extract meaning through intellectual organization. With enriching experiences and opportunities to reflect, this ability can be nurtured to add meaning to school activity and sow the seeds for transformative experiences for young people.

It is believed that transformative learning requires independent, active learners while children are considered to be dependent, passive learners. Unfortunately, passive learning is fostered by the current educational system that does not utilize natural learning processes. The natural curiosity and active role of children as learners has been emphasized in various learning theories by Piaget, Vygotsky, Bruner and Dewey (National Research Council, 2000). In Taking Science to School (NRC, 2007) young learners are described as active exploratory learners and research is provided that supports that children's thinking is surprisingly refined. Students who take responsibility and an active role in their learning are called self-regulatory learners and often possess an internal locus of control. Research in self-regulatory processes and internal locus of control has shown that these processes are teachable and can lead to increases in student motivation and achievement (Zimmerman, 2002; 2008). When people affect changes in their immediate environment, they affect changes within themselves; this can lead to greater self-efficacy and more responsible behavior in other areas as well (Rathzel & Uzzell, 2009).

Learning for children is not solely developmental in nature. There are transformational qualities involved in the maturation process that can be fostered and enhanced to make successful life transitions. Adult education is most often voluntary and tends to be authentic, more problem or project-based which gives the learning meaning and purpose. Children also need a spark of authenticity; for this engagement will lead to greater depth and meaning. The same factors that motivate adult learner engagement also motivate younger learners. Meaningful education focuses on transforming individuals regardless of age (Bracey, 2007). So it appears that transformational learning is a human process, not just an adult learning process. Looking toward the future of building just and sustainable societies, we need to include the next generation.
The Head, Heart and Hand Model
The construct of transformative experience that will be foundational to the model being presented is based on Dewey's pragmatic aesthetics and application of learning to the everyday life and experience of the learner (Parrish, 2010, Puge & Girod, 2007, Wong, 2007). Learning has the potential to enrich and vitalize school experiences and provide aesthetic satisfaction that could lead to transformation of everyday experience (Puge & Girod, 2007). In Art as Experience, Dewey (1934) writes about the enriching possibility of an experience that can change a person's relationship with the world, a new way of seeing, a new way of being in the world that is transformative.

Kevin Puge and his colleagues have published a series of inquiries on transformative experience in high school science students (Puge, 2002; Puge & Bergin, 2005; Puge & Girod, 2007; Puge, Linnenbrink-Garcia, Koskey, Stewart, & Manzey, 2010). Puge's (2002) operational definition of transformative experience includes an expansion of perception, experiential value or interest and motivated use which is an active use of concepts learned during school in students' personal lives. The idea of application of things learned in school to life outside of school relates to Puge's definition of transformational learning (Puge & Girod, 2007). This construct of transformative experience is based on Dewey's pragmatic aesthetics and application of learning to the everyday life and experience of the learner (Puge & Girod, 2007). Puge and Girod (2007) propose that science has the same potential as art to enrich and vitalize everyday experience and provide aesthetic satisfaction that could lead to transformation of our everyday experience. Unfortunately Puge's work did not find large numbers of students having transformational learning experience in traditional science classrooms. A more engaging context such as a natural setting might be more effective in generating transformational experiences.

Sipos et al. (2008) explicitly link sustainability education with transformative learning through the organizing principle of head, hands and heart. The roots of this organizing principle can be found in Orr's (1992) description of how to approach education for sustainability. He claims that such an approach not only integrates disciplines, but also intellect, emotion and body. Orr (1992) claims education should go beyond content or formal knowledge to include application and disposition of how to create meaning and value. In the Sipos et al. (2008) framework, head refers to engaging the cognitive domain through academic study, inquiry and understanding of ecological and sustainability concepts. Hands refer to the enactment of the psychomotor domain for learning practical skill development and physical work such as building, planting, painting etc. Heart refers to enablement of the affective domain in forming values and attitudes that are translated into behaviors (Sipos et al., 2008). Figure one shows the HHH model.

Figure 1
The Head, Heart and Hands Model for Transformative Learning
The blending of transformative learning and education for sustainability is a natural partnership because sustainability and transformative learning requires a change in perception, a change in values and active engagement. The model reflects that transformation is a multi-dimensional process and that changing sustainability values and environmental paradigms require more than a logical argument or an emotional appeal. Experience and reflection along with awareness and caring are needed to initiate a true transformational event. Reflecting can change perceptions and relation with a place changes one's values about nature. Active engagement requires application of eco-friendly behaviors. Place offers a stimulating, authentic context for meaningful educational experiences that hold potential for personal growth for learners beyond academics.
Context of Place and Connectedness to Nature
Places are invested with meaning and shape our consciousness, social identities, attitudes and behavior (Hutchison, 2004). Place provides a context, an internal and external landscape, that frames, organizes and anchors experience which is needed to extract meaning and construct knowledge. Love of place inspires caring for place and connection to nature is associated with proactive environmental behaviors (Chawla, 2006; Meyer & Frantz, 2004). Education for sustainability, indigenous education and the planetary perspective of transformative education are related by a fundamental view of an intimate knowing of and belonging to place. Unfortunately, the majority of individuals in our society are urban dwellers who are alienated from the natural world, and therefore, have little direct connection to nature (Children and Nature Network, 2008; Louve, 2005; Orr, 1992; Pergams & Zaradic, 2008).

In addition to serving as an authentic context for transformative experiences that offers personally meaningful learning, there are many benefits to spending time in nature (Louv, 2005; Sobel, 1996). There is a large amount of evidence from studies in the area of biophilia supporting the notion that humans have a natural affinity to engage with nature and living organisms (Kahn, 1999; Kellert, 1997; 2002; Shepard, 1998). Literally, the term biophilia means love of life or living process. Nature experiences have been associated with cognitive, emotional, social and psycho-motor development as well as mental and physical health (Burdette & Whitaker, 2005; Frumkin, 2001; Kellert, 2002; Louv, 2005). Natural environments are an authentic context that many people find engaging and aesthetically inspiring (Braund & Reiss, 2006; Kellert, 1997; 2002). Learning in authentic or natural settings is a multi-sensory immersion, an immediate experience, that is compelling and often a novel experience. Natural environments not only draw students into deep and sustained engagement, nature also offers an enriching complex experience that benefits the well-being of people and even the well-being of the environment.

Through deep engagement, reflection and relational understandings, students find personal meaning and relevance in learning locally that adds purpose to their education. These value-laden educational experiences can be transformative by bringing a new perspective of relationship and responsibility to self and community with an improved attitude toward the personal growth that can result from learning (Tooth & Renshaw, 2009). Relationship with place inspires pro-environmental behaviors and sustainability values. If education began with efforts to learn about processes and places close to home, it could lead to a different understanding of ecological stewardship and sustainable community. Weaving curriculum into the community allows students to fully participate in their own world with head, heart and hands which is stimulating and engaging. Bringing the place into the curriculum puts real world learning into our schools and students' lives and builds healthy connections among community members, young people and the environment. A key element of ecological awareness is an intimate relationship and sacred orientation to a place (Cajete, 1993). Connection and caring for natural places may be essential in developing sustainability values that underlie peoples' environmental perspectives and behaviors (Kals, Schumacher, & Montada, 1999). Place also provides an experiential background for shared experience and reflection.
Reflection: Head
The function of reflection is to create meaning from experience by drawing connections and relations to previous experience, knowledge and ideas (Dewey, 1910; 1944, Kolb, 1984; Roberts, 2002). It is this connection to previous experience and knowledge that gives continuity and allows students to see the significance of their educational experience (Dewey, 1910; 1938). Research on how the brain learns has shown that comparing new experience to prior experience is the brain's natural way of extracting meaning and integrating new knowledge with prior knowledge (Jensen, 2008; Ross & Olsen, 1993). Learning is not significant until it has undergone this critical process that allows the learner to incorporate the new learning into his or her behavioral repertoire (Wilson & Burket, 1989). Although both Dewey (1910) and Kolb (1984) argue that experience is the basis for learning, they also both claim that learning cannot take place without reflection (ERIC, 1992). Reflection is also an essential element of transformational experiences (Mezirow, 1978; Taylor, 2007). Critical reflection can lead to self-awareness which is necessary for change because without reflection one cannot: identify, question and reframe underlying values and beliefs; acknowledge and challenge assumptions; recognize bias and identify fears; understand strengths and weaknesses (ERIC, 1992). This inward contemplation is a part of identity formation and underlies the values and beliefs that support the views individuals hold and the behaviors they express (Cornu, 2009).

Reflection is often cited as an essential element of metacognitive and student-centered, constructivist learning practices, but is often the most neglected element when implementing these practices (Baviskar, Hartle & Whitney, 2009). There are many barriers to reflection in most classroom settings. Providing time necessary for reflection is difficult because most state curricula are a mile wide and an inch deep, which leaves little space for deep, meaningful learning (AAAS, 1990). Some practitioners may not see the value of reflection if they themselves are not reflective and some may assume that students are reflecting on their own. In addition, most teachers are not trained to prepare or guide students for reflective practices. Experiential programs in outdoor education, adventure education, restoration education and place-based education programs consider group and individual reflection of participants an essential component of the experiential learning cycle.

Reflection often occurs through interaction with others; learners process experience with place through expression to others with shared experience (Dewey, 1944; Roberts, 2002). The places we encounter and the people we share experience and thoughts with are mirrors and sounding boards for our own reflection. Re-evaluating our beliefs and values stems from critical reflections which are constructed by our place in the world and the relationships we build with others.
Relational Knowing: Heart
The Lakota people have a saying often used in ceremony, mitakuye oyasin, which means to all my relations and recognizes all living organisms as relatives. In this worldview, people are connected to all aspects of the natural world and related to all living creatures. Most native people's worldview holds the core perception that we are connected to all life which builds a strong sense of relationship with place and all who live there (Spretnak, 1991). All people are part of social and biological systems whose lives are framed by relationships and interactions within these systems (Riley-Taylor, 2002). Our survival and quality of life are dependent upon relations with healthy environments, communities and personal bonds. The gateway to perception is a relation, an interconnection, between our senses and the world beyond (Blenkinsop, 2005).

Relational knowing can be defined as awareness of the relationships shared with community and the natural world, which seeks to overcome the dualistic separation underlying Western culture (Riley-Taylor, 2004). Alternative ways of knowing are often overlooked within Western societies which value reductionist, rational ways of knowing. From an indigenous perspective, Cajete (1999) recognizes four categories of ways of knowing: thinking, feeling, intuition and sensation. Gardner's (1999) intelligences are examples of other ways of knowing. There are many ways to be smart yet there is a rank value attributed to them. The rational forms of intelligence, logical and linguistic, are valued over other ways of knowing such as emotional intelligence or intuition. Dualistic conceptions of existence that separate mind and body can be traced to Aristotle and more recently, Descartes, and have profoundly affected Western thought (Gutek, 2009). This dualistic separation of the human mind and the sensory world allows people to rationalize the objectification and alienation of what is perceived as not rational. This includes the sensory world of nature, women, and indigenous people (Martusewicz, 2005). In other words, the same frame of cultural values that allow for destruction and domination of the land and wildlife allow for the devaluing of women and people from different cultures, especially cultures that are considered to be primitive, uncivilized, less sophisticated or less rational by Western measures (Nabhan & Trimble, 1994). It is easier exploit a commodity than a community and to exclude the other from ethical codes attributed and granted exclusively to civilized people. This dualistic way or thinking sets humans against the larger community of life and relational knowing (Riley-Taylor, 2003).

Relationship has a powerful affect on people's emotions, thoughts and behaviors because human beings have a fundamental need to belong (Baumeister & Leary, 1995). It is community relationships that transform pointless lives into directed, meaningful experiences (Shapiro, 2006). In Losing Heart: The Moral and Spiritual Miseducation of America's Children, Shapiro (2006) claims that community provides: the means through which we receive recognition and affirmation of our value; nurturing, caring and compassion; connection to purpose and meaningful lives. Through service and common goals, individuals bind together and receive relational support (Blenkinsop, 2005).

Because self-awareness and identity formation occurs through continuing relationship, knowledge of self becomes distinguished as we embrace diversity, yet social and economic privilege often leads to exclusionary practices (Blenkinsop, 2005; Martusewicz, 2005). Globalization has contributed to creation of a monoculture. In the same way that human activity alters biologically diverse land communities into monocultures, lack of deep community ties atomizes people into social monocultures. There is little connection to the life systems that sustain us. People have important relations with stuff and attach identity to the value of material accumulations rather than the quality of relationships with other people and with place.

Love is associated with the affective domain. A significant emotional event is often the impetus to change, to transform. Connection of emotion to self-knowledge is an empowering resource for willingness and acceptance of the need for critical reflection and changing behaviors (Zembylas, 2003). Critical reflection, essential for transformative learning experiences, is a cognitive process, but what motivates a person to look within? One needs to be emotionally invested to engage in self-examination and transformation. Love of place fuels this emotional investment.
Deep Engagement: Hands
From Puge's (2002) construct of transformative learning experience, active use of concepts learned refers to a learner incorporating educational experiences into their everyday life. From a sustainability education point of view, this would result in an outcome of sustainability practices as a part of daily life. Being physically present in a place, building relationship with that place, critically reflecting on the values one puts on a place can transform perspectives, change behaviors and increase engagement in sustainable community practices. Holistic involvement, body, mind, heart and place is deeply moving and deeply engaging.

To be engaged is to actively participate, to be involved and invested. Engaged learners exhibit characteristics of being attracted to their task, persistence in their task despite obstacles or challenges and take visible joy in accomplishing their task (Schlechty, 1994). As a meta-construct, engagement is conceived as an interaction between context and individual need for autonomy, relatedness, complexity and challenge balanced by competence (Fredricks, Blumenfeld, & Paris, 2004). Educational research on engagement is framed in terms of categories, measures, precursors and outcomes in a 2004 meta-analysis by Fredricks, Blumenfeld and Paris. Research tends to be divided into three areas: behavioral, cognitive and affective. The area of behavior includes conduct, on-task behaviors, participation in extracurricular activities and attendance. Diminishing engagement is included in this area and often examines dropping out. Generally, behavior approaches focus on external efforts of students. Investigations in the cognitive area focuses on motivation self-regulated learning, self-efficacy, meta-cognition and intellectual endeavors. These investigations examine internal efforts and personal qualities of students. In the area of affect, investigators look at attitudes, interests, belonging and relationships. (Fredricks, et al., 2004).

Strong, Silver and Robinson (1995) identified four goals and related needs that motivate engagement which are: success and need for mastery; curiosity and need for understanding; originality and need for self expression; relationship and need for involvement with others. Success affects a learner's academic self-efficacy, a learners beliefs in their abilities, which influences their cognitive engagement with a learning task (National Research Council, 2007). Curiosity in a topic is related to the value and relevance of that topic personally to the learner (Strong et al., 1995). Originality and self expression are associated with autonomy and choice. People have an inner drive toward interpersonal involvement so relationships and belonging are motivating to individuals (Strong et al., 1995).

Other factors that affect engagement are related to complex, enriching learning environments. Influences outside the realm of school such as family, culture and community affect engagement. But educational context, along with teacher and peer support, also have a great influence on engagement. Ross and Olsen (1993) define an enriching environment as a stimulating setting which is alive with resources and reflective of real life. In terms of educational context, a strong and unique predictor of engagement is challenging tasks in authentic environments (Fredrick et al. 2004). In How People Learn, Bransford (2000) states that learners are more motivated and engaged when they can use what they have learned to do something that has an impact on others-especially their local community. So, we come full circle back to the notion of place as meaningful context for engagement. The simplified illustration of the head, hand and heart model does not show the myriad of relationships that place has with how an individual thinks, feels and engages with the world.
Weaving it All Together
Ecology is a multi-disciplinary study that includes all branches of science: biology, geology, chemistry, meteorology, hydrology, forestry, agriculture, soil science, etc. The interaction of people with ecology adds subjects such as psychology, anthropology, philosophy, economics, politics, etc. Blending it all together is a daunting task especially in the environment of specialization that permeates academia. A holistic framework from the personal perspective of head, heart and hands is a starting point to model changes in the approach to ecological sustainability and educational reform that offers meaning and purpose to the learner. Sustainability requires localizing by learning about the places in which we live. Because we are so far removed from life-sustaining systems, we give them little thought. If people were, not just aware, but experienced in their local bioregion, they could directly learn how ecosystems support life (Pyle, 2008). Caring attitudes expand values and the willingness to make lifestyle changes that contribute to sustainable communities. Love of place underlies the motivation to change behaviors. Local environments can serve as a resource or laboratory to investigate water issues, food production, energy, nutrient cycles, and waste flows, which will lead to eco-literate citizens who reflect upon their impact on their environment and value the reduction of their ecological footprint (Orr, 1992; Theobald, 2000).

The Head, Heart and Hands model of Transformative Learning could be an organizing principle to integrate and transform pedagogical perspectives for sustainability education (Sipos, et al., 2008). This holistic synthesis could serve as a framework for evaluation of innovative environmental education programs, evaluation of program influence on students' green behaviors and changes in environmental worldviews and values. The essential elements of transformation- deep engagement, relational knowing and reflection can have a greater impact within an authentic context for meaning-making. Pugh's (2002) construct offers an analytic tool for measuring transformational experiences through expanded perception, expanded value and proactive use of environmental concepts. Being able, to some extent, to quantify a qualitative experience is invaluable to researchers. Puge's (2002) construct synthesizes nicely with head, heart and hands concept that Sipos et al. (2008) associates with sustainability education.

Relevant educational experiences are needed to reshape teaching and learning for more productive means (Sipos et al., 2008). The holistic pedagogy of engaging head, hands and heart reclaims a personal perspective which brings community into the curriculum and the real world into our schools and student's lives. Studies have shown that students are not actively engaged in their schooling experience (Puge & Bergin, 2005), but love, purpose and authenticity can be infused into the curriculum through the context of place. Through deep engagement, reflection and relational understandings, students find personal meaning and relevance in learning locally. Bridging the gap between school, community and environment, between living and learning, allows students to develop and apply knowledge and skills in the immediate context of real life just as our ancestors did and indigenous people continue to do today. Place not only adds active engagement and a spark of inspiration to a child's learning experience, it also encourages a pragmatic knowledge of local bioregions. Without expanded perspective of self and environment, expanded value of relational knowing, and changes in environmental behaviors, sustainability will not be obtainable. Sustainable communities will not be built through legislation or technological innovations, they will be created by committed people who are informed, who care and who take action. The framework of head, heart and hands illustrates people progressing from knowing to caring to loving to doing.

Environmental education research focuses on environmental behaviors, environmental awareness and advocacy but less on the holistic growth and development of the learner in other areas. Outdoor educators know that something intangible happens to people in natural landscapes. Because of the challenge of natural environments and authentic learning activities, individuals become more self-reliant, responsible and reflective (D'amoto & Kransy, 2005; Sheard & Golby, 2006). They change and are transformed, but this qualitative phenomenon is difficult to measure and explain. Perhaps love is the intangible piece that is challenging to researchers. Pugh's (2002) operational definition of transformative learning experience is a new lens from which to examine outdoor environmental education experiences and place-based community projects. As our country faces rising dropout rates and low international academic ratings, the federal government is seeking innovative programs that can show positive outcomes. If something as simple as taking students outdoors and involving them in their own community can get them excited enough to personally engage themselves in sustainable behaviors, then it is worth investment.
References
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Athman Ernst, J., & Stanek, D. (2006). The prairie science class: A model of re-visioning environmental education with the National Wildlife Refuge System. Human Dimensions of Wildlife, 11, 255-265.

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HEAD, HEART AND HANDS MODEL FOR TRANSFORMATIVE LEARNING: PLACE AS CONTEXT FOR CHANGING SUSTAINABILITY VALUES

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PDF: Singleton JSE March 2015 Love Issue Abstract: This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. The model was conceptualized from a synthesis of diverse literature, such as sustainable education, transformative learning theories, placed-based learning, indigenous learning approaches, experiential learning, eco-literacy, curriculum theory and conceptual change in science classes.

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Greenwashing can be as subtle as a misleading packaging choice all the way to fossil fuel companies touting themselves as being eco-champions. Either way, greenwashing is a harmful and deceitful way of advertising that a company is more sustainable than it actually is. Companies that make false claims should be held accountable. Here are 10 companies that have been caught greenwashing in various ways.
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1. Volkswagen

2. BP

3. ExxonMobil

Recently, ExxonMobil came under fire for advertising that suggested that its experimental algae biofuels could one day reduce transport emissions, while it has no company-wide net zero target and its 2025 emission reduction targets do not include the vast majority of emissions resulting from its products.

4. Nestlé

In 2018, Nestlé released a statement saying that it had "ambitions" for its packaging to be 100% recyclable or reusable by 2025. However, environmental groups and other critics pointed out that the company hadn't released clear targets, a timeline to accompany its ambitions or additional efforts to help facilitate recycling by consumers. Greenpeace reacted to this by releasing its own statement , in which it said, "Nestlé's statement on plastic packaging includes more of the same greenwashing baby steps to tackle a crisis it helped to create. It will not actually move the needle toward the reduction of single-use plastics in a meaningful way, and sets an incredibly low standard as the largest food and beverage company in the world." In Break Free From Plastic's 2020 annual report , Nestlé, along with Coca-Cola and PepsiCo, were named the world's top plastic polluters for the third year in a row.

5. Coca-Cola

Despite this, the company is adamant that it is making progress in tackling packaging waste. At the time, a spokesperson said, "Globally, we have a commitment to get every bottle back by 2030, so that none of it ends up as litter or in the oceans, and the plastic can be recycled into new bottles. Bottles with 100% recycled plastic are now available in 18 markets around the world, and this is continually growing."
You might also like: Greenwashing: What is it, Why is it a Problem, and How to Avoid It
6. Starbucks

In 2018, Starbucks released a "straw-less lid," as part of its sustainability drive, however this lid contained more plastic than the old lid and straw combination. The company didn't dispute this, but claimed that it is made from polypropylene, a commonly-accepted recyclable plastic that "can be captured in recycling infrastructure." Critics were quick to point out that only 9% of the world's plastic is recycled , so the company shouldn't assume all the lids would be recycled. Further, the US exports about one-third of its recycling to developing countries, so it is simply passing its responsibility to poorer countries.

7. IKEA

IKEA was considered a beacon of a major corporation being sustainable before when the furniture retailer was linked with illegal logging in Ukraine. In a report by NGO Earthsight , the wood certification scheme IKEA uses, Forest Stewardship Council, was described as an organisation that greenwashes the timber industry. It was accused of failing to catch IKEA's sourcing of conflict wood, and act on it.

8. Plastic Bottle Water Companies

A more subtle form of greenwashing can be seen in plastic water bottle companies like Poland Spring, Evian and Deer Park, that all have nature on their labels. This is laughably ironic considering that plastic water bottles are designed to be single-use and are contributing to the massive plastic waste crisis around the world.
You might also like: Top Sustainable Food Packaging Companies to Support
H&M, Zara and Uniqlo are among the companies that were caught greenwashing over the years. These fashion brands contribute to the massive amounts of textile waste caused by the clothing industry. According to the fashion nonprofit , 80% of discarded textiles globally are incinerated or landfill-bound, with just 20% being reused or recycled.

Fast fashion brands also have a habit of advertising its green initiatives widely, despite it being a tiny part of its operations. For example, in 2019, H&M launched its own line of "green" clothing titled " ." The company claims to use "organic" cotton and recycled polyester. However, the line is nothing but a marketing tactic used to make themselves appear more environmentally friendly. When looking at H&M's "Conscious" line, its mission states: "Shop our selection of sustainable fashion pieces that make you both look and feel good." However, there is no single legal definition for marketing-friendly words such as "sustainable," "green," or "environmentally-friendly." H&M was then criticised by the Norwegian Customer Authority for "misleading" marketing of their Conscious Collection because "the information given regarding sustainability was not sufficient, especially given that the Conscious Collection is advertised as a collection with environmental benefits."
You might also like: 16 Most Sustainable Fashion Brands to Support in 2022
What Can I Do?

1. On A Personal Level

Ways to approach climate action within our personal lives (hint - it evolves personal action but is not focused on small behavioural changes, which whilst worthwhile will not get us there):

Joining a community can be one of the best ways to increase your impact.

First, it can enable you to make hundreds of connections in one go.

Second, a group of people working together can have more impact than individuals. If you are not already, take action by becoming an to support our mission to encourage a billion climate activists.

If you're a younger read ask your parents to take action by bringing your whole family on board as a Family Member.

Reflect on the concept of Effective Altruism , a project that aims to find the best ways to help others, and put them into practice.

Ways to approach climate action within the workplace:

Maintain your career path but consider donating a portion of your income to organisations that are focused on achieving meaningful & impactful goals and call out your boss if the company or organisation you work for does not have clear policies that will result in reduced harm to the environment and a pathway to Net Zero.

Ask your boss to support EO by bringing the whole team onboard with EO company membership - and take action together.

Reconsider your career path, with excellent advice .

3. On A Political Level

Ways to approach climate action as a voter or political actor (even if you can't vote):

Protest - make your feelings known - become a vocal and passionate advocate with friends and family (without being over pushy) of the need for climate action. We need a billion activists to turn this ship around.

Join organisations that are organising climate actions and protests locally, whether in your city, district, or even at school.

Vote (if you can) for politicians who will champion effective climate action by governments.

Vote for parties or organisations that espouse self-reform and the adoption of ' Ministers of the Future ' into government.

Featured image by: Flickr

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10 Companies Called Out For Greenwashing | Earth.Org

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Many companies practice greenwashing, often making consumers believe they are environmentally friendly when in fact, they are not.

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Link to the Live Sustainably Facebook group

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Link to the Live Sustainably Facebook group

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https://www.facebook.com/groups/2527370910826795

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Link to our shared document (activities report, pictures...):

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Link to our shared document (activities report, pictures...):

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https://drive.google.com/drive/u/0/folders/1Gx9hcQdyu9KO40_c2R3w3-K_eL7wVyiS

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We aim to bridge approaches and practices that are related to human development in the field of personal, societal and natural sustainability.

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This tool is useful to calculate the impact of your current lifestyle and to know how you can reduce it.

https://www.footprintcalculator.org/home/en

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How many planets does it take to sustain your lifestyle?

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What is your Ecological Footprint? How many planets does it take to support your lifestyle? Take this free quiz to find out!

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Radical Joy for Hard Times is for Finding and Making Beauty in Wounded Places

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Learn about Radical Joy for Hard Times organization: We envision a planet where people and wounded places are reconciled through acceptance, compassion, and acts of beauty.

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Thich Nhat Hanh: Ten Love Letters To The Earth:

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Thich Nhat Hanh: Ten Love Letters To The Earth:

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Ten Love Letters to the Earth – Thich Nhat Hanh

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In honor of the passing of Zen Master Thich Nhat Hanh, we are sharing his Ten Love Letters to the Earth. These meditations are an invitation to engage in a living dialogue with our Earth.

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Climate Crisis as Spiritual Path by Joanna Macy

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Climate Crisis as Spiritual Path by Joanna Macy

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Joanna Macy: Climate Crisis as a Spiritual Path

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https://journal.workthatreconnects.org/wp-content/uploads/2023/03/Home-page-recording.mp3

Recording by Molly Brown

Deep Times: A Journal of the Work That Reconnects
Click here for the March 2023 Issue
Deep Times offers nourishing articles, art, and poetry for people who have experienced the shift in perception evoked by the Work That Reconnects-of how life flows in relationships and systems, not isolated things, and how our selves are not separated from each other or Earth, but deeply interdependent. The journal provides brain-food, heart-food, and methods for those of us who are working to co-create life-sustaining, equitable cultures for all. The title comes from what Joanna Macy calls "Deep Time" work, in which we reconnect with ancestors and future beings to guide and inspire us. Deep Times follows the Spiral of the Work That Reconnects, with articles and poems on Gratitude, Honoring Our Pain for the World, Seeing with New Eyes, and Going Forth.

An additional section, Evolving Edge , reflects a foundational shift within the Work That Connects to "decolonize" its assumptions, concepts, and practices. Evolving Edge features new theory and perspectives, and new and revised practices. There are also sections for and (book reviews and suggestions, videos and films, websites, etc). May you find here inspiration and connections to support your work for the Great Turning to a Life-Sustaining Society.

We publish Deep Times twice a year, now in a web-based edition with recordings of all articles, poems, and biographies to make everything more readable and accessible. You can print out individual articles and poetry from the web-based issue; use the print button at the top of each entree.

In August 2017, we published a special issue with a guest editorial team of BIPOC people. In August 2020, we published another special issue with a guest editorial team of young people. These and other back issues are available under Previous Issues.

Please note that when you visit a previous issue, the index in the right hand column reflects the most recent issue, not the one you are browsing. The contents of that issue will appear in the main column on the left.

We still have beautiful print copies of the Spring and Summer 2016 issues for sale for people who prefer to read from paper. Print copies are available for $15 plus shipping. Order two printed issues for $25 plus shipping (available only for first two issues) here.
For bulk orders of 5 or more print copies or international orders, send an email to[email protected] . Downloadable PDFs of those issues are available here.

Future issues may focus on specific themes with guest editors, so please let us know if you are interested in filling that role. Your suggestions and contributions will help make this journal a truly community effort.

The Weavers of the Work That Reconnects Network are grateful for the donations many of you have made to support both the journal and our newly designed website as well as other Network activities. We would like to continue to offer the Journal free of charge, but can only do so with your financial support. Please donate to the Work That Reconnects Network.

Submissions

Please submit articles: about your projects related to the Work That Reconnects; about insights and inquiry into concepts and theory of the Work That Reconnects; about your work with specific populations; your poetry, music, artwork responding to the Spiral; and anything else you want to share with the larger community. We especially want to feature BIPOC and youth writers and artists. Submit material by July 1, for the September issue, or by December 1 for the March issue to: [email protected]
Click here for full submission guidelines. Call for Submissions for September 2023 issue.
Deep Times: A Journal of The Work That Reconnects

Deep Times is published online twice a year by the Work That Reconnects Network. The Network provides support, guidance, and inspiration to people all over the world in their work for the Great Turning. We welcome your donations to support the Work That Reconnects Network and Deep Times. The Work That Reconnects Network is currently a fiscal project of Inquiring Systems, Inc. so all donations are USA tax-deductible.

Editor: Molly Brown
Editorial Team: Karina Lutz (poetry editor), Martha O'Hehir ( on sabbatical), Rebecca Selove, Carolyn Treadway, Erin Holtz Braeckman, Evangelia (Valia) Papoutsaki, Frieda Nixdorf, Shayontoni Ghosh and Silvia Di Blasio. More about our team here.
Graphic Design: Frieda Nixdorf
Webmaster: Silvia Di Blasio

Unless otherwise noted, this work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Note: We have made every effort to identify and credit the photographers of the photos we find on the Internet that are available without fee. However, it is often impossible to find this information. We welcome your help identifying origins of any images we use.

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https://journal.workthatreconnects.org/wp-content/uploads/2023/03/Home-page-recording.mp3 Recording by Molly Brown Deep Times: A Journal of the Work That Reconnects Click here for the March 2023 Issue Deep Times offers nourishing articles, art, and poetry for people who have experienced the shift in perception evoked by the Work That Reconnects-of how life flows in relationships and systems, not isolated things, and how our selves are not separated from each other or Earth, but deeply interdependent.

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Schumacher College : Living as Learning Community

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Mindfulness 360 - Center For Mindfulness

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"Deep Time Walk" with Dr. Stephan Harding

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Once Upon A Forest (aka Il était une forêt) Director Luc Jacquet (Francis Hallé, Michel Papineschi)

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Fox Walk - How To Walk Silently Through The Woods

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How to Do It

With the right outlook, awe can be found in almost any environment, turning a mundane experience into a flight of inspiration and wonder. It is most likely to occur in places that have two key features: physical vastness and novelty. These could include natural settings, like a hiking trail lined with tall trees, or urban settings, like at the top of a skyscraper.

You're more likely to feel awe in a new place, where the sights and sounds are unfamiliar to you. That said, some places never seem to get old.

No matter where you are, the key is to be in the right frame of mind. This practice is designed to help you get there-to turn an ordinary walk into a series of awe-inspiring moments, filled with delightful surprises.

To get started, turn off your cell phone. Cell phones (and other gadgets) can be distracting and draw your attention away from what's happening around you. Even better, don't bring your phone with you at all so that you won't be tempted to check it.

During your walk, try to approach what you see with fresh eyes, imagining that you're seeing it for the first time. Then follow these steps:

1. Take a deep breath in. Count to six as you inhale and six as you exhale. Feel the air move through your nasal passages and hear the sound of your breath. Come back to this breath throughout the walk.

2. As you start to walk, feel your feet on the ground and listen to the surrounding sounds.

3. Shift your awareness now so that you are open to what is around you, to things that are vast, unexpected, things that surprise and delight.

4. Take another deep breath in. Again, count to six as you inhale and six as you exhale.

5. Let your attention be open in exploration for what inspires awe in you. Is it a wide landscape? The small patterns of light and shadow? Let your attention move from the vast to the small.

6. Continue your walk and, every so often, bring your attention back to your breath. Count to six as you inhale and six as you exhale. Notice-really notice-the multitude of sights, sounds, smells, and other sensations that are dancing through your awareness, usually undetected.

Once you get in the habit of taking walks like this, you may be struck by how frequently you have opportunities to experience awe-they are practically infinite.

As you move through your day, take note of the moments that bring you wonder, that give you goosebumps: These are your opportunities for awe. They may be in city areas, in front of art, listening to music, or connecting with others. Go out and find your awe moments and listen to them carefully; see where they guide you. As they stir humility and wonder, you may discover that they point you toward what you're supposed to do while you're here on Earth.

Here are some more specific ideas for where to take an awe-inspiring walk.
Natural settings:

A mountain with panoramic views

A trail lined with tall trees

The shore of an ocean, lake, river, or waterfall

A clear night when you can see the stars

A place where you can watch a sunset or sunrise

Urban settings:

The top of a skyscraper... or look up in an area dense with tall buildings

A historic monument

A part of your city that you've never explored before

A large ballpark or stadium

A city art walk and explore different galleries

Botanical gardens or a zoo to see plants and animal species you've never seen before

Walk around with no destination in mind and see where it takes you

Indoor settings:

A planetarium or aquarium

A historic mansion, cathedral, or opera house

Walk slowly around a museum, giving your full attention to each piece

For more guidance, check out this 360° guided Awe Walk practice through Muir Woods National Monument with the Greater Good Science Center's Dacher Keltner:

Why You Should Try It

Sometimes it can feel like we're at the center of our own universe, fixated on our personal concerns without much regard for other people. Experiencing awe can jolt us out of this self-focused mindset, stirring feelings of wonder and inspiration by reminding us that we're a part of something larger than ourselves.

Researchers define awe as a response to things that we perceive as vast and that transcend the way we understand the world. Research suggests that experiencing awe not only enhances happiness and physical health but also reduces feelings of entitlement and increases generosity.

Experiencing awe may seem like something that requires travel to distant lands, but there are many opportunities closer to home-we just need to seek them out and notice them. This practice helps you do just that.

Why It Works

Research suggests that awe has a way of lifting people outside of their usual routine and connecting them with something larger and more significant. This sense of broader connectedness and purpose can help relieve negative moods and improve happiness, and it can also make people more generous as they become less focused on themselves. Evoking feelings of awe may be especially helpful when you are feeling bogged down by day-to-day concerns.

Evidence That It Works

Sturm, V. E., Datta, S., Roy, A. R. K., Sible, I. J., Kosik, E. L., Veziris, C. R., Chow, T. E., Morris, N. A., Neuhaus, J., Kramer, J. H., Miller, B. L., Holley, S. R., & Keltner, D. (2020). Big smile, small self: Awe walks promote prosocial positive emotions in older adults. Emotion.

A group of mostly Caucasian, older adults took 15-minute Awe Walks every week for eight weeks. Compared to people who took normal walks, the awe walkers felt more joy, compassion, and appreciation during their walks and felt more compassionate and less distressed in daily life. Selfies they took during their walks indicated that they were happier but also exhibited a smaller self, which is associated with kind and helpful behavior.

Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883-899.

One group of American college students stood in a grove of towering eucalyptus trees and gazed up for one minute; another group looked up at a building (not a particularly awe-inspiring one). Afterward, someone working with the researchers "accidentally" spilled a bunch of pens on the ground. Those who had looked at the trees subsequently offered more help (they picked up more pens); they also seemed less inclined to behave in unethical ways and felt less strongly that they were entitled to preferential treatment. Around 30% of participants were white, 40% were Asian American, and 30% were African American, Latino, Indigenous American, or of another ethnicity.
Who Has Tried The Practice?
The 2015 study led by Piff included a racially diverse group of undergraduate students, and additional research on awe in nature has engaged members of other groups:

More research is needed to explore whether, and how, the impact of this practice extends to other groups and cultures.

Keep in Mind

Surveys in Japan and North America suggest that there are cultural differences in awe, specifically that North Americans experience awe more positively than Japanese people. In other words, the suitability of the Awe Walk may vary depending on your culture or other life circumstances.

References

Anderson, C. L., Monroy, M., & Keltner, D. (2018). Awe in nature heals: Evidence from military veterans, at-risk youth, and college students. Emotion, 18(8), 1195-1202.

Lopes, S., Lima, M., & Silva, K. (2020). Nature can get it out of your mind: The rumination reducing effects of contact with nature and the mediating role of awe and mood. Journal of Environmental Psychology, 71, 7.

Nakayama, M., Nozaki, Y., Taylor, P. M., Keltner, D., & Uchida, Y. (2020). Individual and cultural differences in predispositions to feel positive and negative aspects of awe. Journal of Cross-Cultural Psychology, 51(10), 771-793.

Could your life be more awesome? Take our Awe Quiz to find out:

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With the right outlook, awe can be found in almost any environment, turning a mundane experience into a flight of inspiration and wonder. It is most likely to occur in places that have two key features: physical vastness and novelty.

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La Belle Verte 1996 ( The Green Beautiful) : Coline Serreau : Free Download, Borrow, and Streaming : Internet Archive

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The Green Planet belongs to another solar system. Through the simplicity of their lifestyle those who live there are a real step ahead of us: they spend...

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1) Practical competence : have a little home garden.
Do a little more learning more social and emotional intelligence and creativity.
Be more concious about origin of products and 4 R, refuse, reduce, reuse recycle.

2) Enjoying more the space, learning a little more about permaculture (tour garden with andreea mathilde).
Also many expectations were met.

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1. What ecocompetence/s would you like to acquire/improve before the end of this year and how are you going to do it?

2. What do you still have to do here (in Mariahallom) in order to fullfill your intention/expectations?

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1. What ecocompetence/s would you like to acquire/improve before the end of this year and how are you going to do it?

2. What do you still have to do here (in Mariahallom) in order to fullfill your intention/expectations?

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1. What ecocompetence/s would you like to acquire/improve before the end of this year and how are you going to do it?

2. What do you still have to do here (in Mariahallom) in order to fullfill your intention/expectations?

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1. What ecocompetence/s would you like to acquire/improve before the end of this year and how are you going to do it?

2. What do you still have to do here (in Mariahallom) in order to fullfill your intention/expectations?

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1. What ecocompetence/s would you like to acquire/improve before the end of this year and how are you going to do it?

2. What do you still have to do here (in Mariahallom) in order to fullfill your intention/expectations?

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Hello! We really enjoyed the day and grateful for the tools we've learned.
It was very interactive, participative. It was nice to learn from each other and to have small sessions facilitated by each group. We are going to use them.

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Leading by example, sharing good practices
Creating a framework and conditions to facilitate and encourage the knowledge.

Stimulation the curiosity.