Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education (Anthropocene – Humanities and Social Sciences)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. Contents Chapter 1: Introduction References Part I: Educational and Pedagogical Foundations for a Great Transition Chapter 2: Educational Contextualization: How Does Higher Education Face the Ecological Challenge? 2.1 Limits of the Current Educational Offer 2.1.1 Incomplete Content That Is Disconnected from Current Issues 2.1.1.1 The Marginalization of Environmental Knowledge 2.1.1.2 A Compartmentalization of Disciplines in Teaching and Research Which Limits the Systemic Understanding of Ecological Issues 2.1.1.3 The Lack of Education Towards a Pluralist Vision and a Critical Mind (Mezirow, 2000) 2.1.1.4 A Subject with Difficult Political Connotations for Teachers to Tackle 2.1.2 Insufficient Transformative Teaching Methods 2.1.2.1 A Traditional Approach of Top-Down Transmission of Knowledge, Reproducing Patterns of Domination 2.1.2.2 ... and Marginalizing the Role of Emotions in Learning 2.1.2.3 An Out of Touch Education 2.1.2.4 A Digital Transition in Tension with the Ecological Transition 2.1.2.5 The Insufficient Pedagogical Training of Teachers, Trained and Assessed Around Scientific Competition 2.2 Towards an Ecological Awakening in Higher Education 2.2.1 A Multiplication of Dedicated Curricula 2.2.2 Towards a Learning Society? References Chapter 3: Educate for the Transition by Connecting Head, Heart, Body – An Educational Vision for the Anthropocene 3.1 Transition Education Goals 3.2 Four Pillars for Head-Heart-Body Learning 3.2.1 A Relational and Transformative Pedagogy 3.2.2 An Integrative and Holistic Pedagogy 3.2.3 A Pedagogy Between Inter- and Transdisciplinarity 3.2.4 A Rooted and Open Pedagogy 3.3 Six Grounds for Questioning 3.3.1 Oikos: Inhabiting a Shared World 3.3.2 Ethos: Discerning and Decision-Making for Collective and Cooperative Well-Being 3.3.3 Nomos: Measuring, Regulating and Governing 3.3.4 Logos: Interpreting, Criticizing and Imagining 3.3.5 Praxis: Acting on the Issues at Stake 3.3.6 Dunamis: Reconnecting with the Self, Others, and Nature 3.4 Cross-Disciplinary Skills to Be Developed for the Transition References Chapter 4: Levers to Operate in Order to Practice a Transition Pedagogy 4.1 Arousing the Learner’s Curiosity and Genuine Commitment 4.2 Favoring Learning in Connection with the Sensitive Experience 4.3 Combining Reasoning, Emotions and Mobilization of Values 4.4 Reclaiming the Assessment Methods 4.5 Developing the “Multifaceted” Posture of the Teacher Co-creator of Knowledge 4.6 Daring to Politicize Education to Shape Responsible Citizens 4.7 Integrating Self-Awareness and Striving for the Common Good References Chapter 5: Mobilizing Wisdom to Live Sustainably by Way of Education 5.1 Recognizing Interconnectedness Threats 5.2 The Problem with the Current Education System 5.3 Meeting the Threats with a Global Curriculum 5.4 Recognizing the Importance of Facts and Evidence 5.5 Transition Pedagogy References Chapter 6: Learning to Live with Emotions for Transition 6.1 Introduction 6.2 Eco-anxiety 6.2.1 Definition and Manifestations 6.2.2 Unequal Impact 6.2.3 What Therapists Tell Us 6.3 Emotions at the Heart of Transition Pedagogy 6.3.1 Start by Learning to Recognize and Express your Emotions 6.3.2 Experience Exciting Encounters and Activities 6.3.3 Learning to Cope with Negative Emotions 6.3.4 Love and Joy to Connect Oneself to the Bigger Picture 6.4 Conclusion References Chapter 7: Taking Into Account Cognitive Biases to Implement an Adapted Transition Pedagogy: Interview with Thibaud Griessinger Chapter 8: Four Families of Skills for Ecological and Social Transformation References Chapter 9: From Knowledge to Skills: Training for Transition Jobs – Interview with Alain Grandjean Part II: Taking Charge of Transition Pedagogy in Higher Education: Experiences Located in Europe and in Africa, Practical Tools and Actors to Be Mobilized Chapter 10: Three Examples of Universities Offering an Integrated Approach to Teaching the Great Transition 10.1 Ecological Transition Teaching at the University of Lausanne 10.1.1 Exemplarity 10.1.2 A Wide Range of Courses 10.1.3 Experimentation with Sustainable Lifestyles 10.1.4 Stimulating Interdisciplinarity 10.1.5 An Active Dialogue with Society 10.1.6 Main Obstacles and Limits 10.2 Schumacher College 10.3 The Sustainability Institute (South Africa) 10.4 Conclusion References Chapter 11: What Transition to Teach? Interview with Dominique Bourg Chapter 12: Learning to Engage with Complexity Through the Transformative Learning Approach of the Sustainability Institute in South Africa 12.1 Making Systemic Thinking the New Normal 12.2 Place-Based Learning to Engage in Complexity 12.3 Valuing Emotions for Transformative Learning in a Complex World 12.4 Community-Building to Enable Efficient and Meaningful Learning 12.5 Complexity Thinking and System Theory to Enable a Future-Driven Approach 12.6 Conclusion References Chapter 13: Alternative Pedagogies: Interview with Mark Swilling Chapter 14: Challenges and Opportunities in Norwegian Higher Education in the Anthropocene Epoch 14.1 A Notable Paradox with Polyphonic Stances 14.2 Educating in the Anthropocene Epoch at the University Level in Norway 14.3 A Necessary Paradigm-Change in Education References Chapter 15: Scaling Up Alternative Pedagogies in Eco-communities: The Case of Arterra Bizimodu and the “EU4Transition” Project 15.1 Introduction 15.2 Arterra Bizimodu: Description of the Project 15.2.1 Definition of an Ecovillage 15.2.2 The Various Dimensions of Sustainability 15.2.3 Arterra Bizimodu: Genesis and Vision 15.2.4 Arterra Bizimodu’s Involvement in International Networks 15.3 Educational Matters in Arterra Bizimodu 15.3.1 The Campus Project 15.3.2 The Campus Methodological Framework 15.3.3 Pedagogical Processes 15.3.4 Involvement in European Educational Projects: Focus on EU4Transition 15.4 Arterra Bizimodu and the Eu4Transition Project: An Assessment of the First Fall School 15.4.1 ABM’s Involvement in the Project 15.4.2 The Week Spent in Arterra 15.4.3 Bringing Local Experimentations to the European Scale: A Critical Assessment References Chapter 16: The Campus de la Transition Pedagogical Project. The Case of the Oïkonomia Summer School (In Partnership with ESSEC Business School) 16.1 The Campus de la Transition Educational Project. Fundamentals 16.1.1 Interdisciplinary Contents for a Systemic, Critical and Creative Approach 16.1.1.1 The Great Transition Handbook: An Inter and Transdisciplinary Approach in 6 Gates 16.1.2 Head-Body-Heart (HBH) Pedagogy & The Experience of Living Together 16.1.3 Transformative Research 16.1.3.1 The Campus Ecovillage in Forges and the Action Research Projects 16.1.3.2 Integrating Experiments/Action Research into Courses: Energy-Building, Mobility, Food, Appropriate Technologies, etc. 16.1.4 A Territorial and Social Anchorage 16.1.4.1 Promote the Meeting with the Actors of the Territory 16.1.4.2 Connecting the Cry of the Earth and the Cry of the Poor: Ways to Deepen and to Be Found 16.1.4.3 A Privileged Resource: Partnerships with Local or (Inter)National Associations 16.2 Case Study of the Oikonomia Summer School 16.2.1 Presentation, Genesis and Pedagogical Objectives of the Course 16.2.2 Syllabus and Program Highlights 16.2.2.1 A Team of Organizers and Speakers 16.2.2.2 A Typical Day at the Oikonomia Summer School 16.2.2.3 Overall Dynamics of the Course 16.2.2.4 Knowledge and Skills Acquired 16.2.2.5 Educational Tools of Interest 16.2.2.6 Student Assessment 16.2.3 Main Pedagogical Lessons 16.2.3.1 Conditions for a Constructive Dialogue with Students 16.2.3.2 Highlights Noted by Students 16.2.3.3 Issues Raised 16.3 Conclusion References Chapter 17: Some Practical Tools and Methods to Carry Out Transition Pedagogy in Higher Education Institutions 17.1 Tools for a Posture that Can Be Put to Work at Different Scales and Different Rhythms 17.2 Mobilizing the Head, Heart and Body Within the Existing Framework of Higher Education 17.2.1 Better Mobilizing the Head in Learning 17.2.2 Learning with the Heart: Mobilizing Emotions and Relationships 17.2.3 Taking into Account the Needs and Relying on the Power of the Body 17.3 Implementing Transition Pedagogy Within a Module or a Course 17.3.1 Contextualizing the Lesson in the Students’ Curriculum and Specifying the Educational Goals and the Intention 17.3.2 Identifying How Each Gate Resonates with the Lesson Topic 17.3.3 Scheduling the Successive Passage Points/Gates for the Students to Take to Receive a Transformative Experience 17.3.4 Identifying the Activities and Learning Places Consistent with the Group Dynamic and the Time Frame 17.3.5 Which Teaching Staff and Which Speakers? 17.3.6 Guiding the Bringing to Awareness of Learning Resulting from the Lesson Through Assessment 17.4 Building a University Course: Proposal for a ‘humane education’ Lesson in the Common Core 17.4.1 Offering a Range of Theoretical Courses on the Common Foundation of Transition and Transversal Skills 17.4.2 Collective Projects, Seminars and Cultural or Sporting Activities 17.4.3 International and Intercultural Experiences in the Campus Neighborhood 17.4.4 Student Life to Experience Transition on a Daily Basis 17.4.5 Community Life and Volunteer Commitment 17.4.6 The Orientation, Assessment and Support Process References Chapter 18: “Work That Reconnects”, A Powerful Tool for Transformative Learning 18.1 Foundations and Approaches 18.1.1 Paradigm Shift 18.1.2 Transformative Learning 18.1.3 “Work That Reconnects” 18.2 Transformative Contributions of WTR 18.2.1 Emotional Intelligence of Problems 18.2.2 Going Through Eco-anxiety 18.2.3 Experience of the Ecological Self 18.2.4 Cultivation of a Virtue Ethic 18.2.5 Encouraging Action 18.3 Academic Implementation 18.3.1 Practical Conditions 18.3.2 Concrete Ways Forward 18.3.3 Conditions for Implementation References Chapter 19: A Few Avenues to Support the Actors Concerned in the Transformation of Higher Education 19.1 Students, Spurs of Transformation 19.2 Supporting Teacher-Researchers in Becoming Mentors 19.3 Mobilizing Educational Support Services More Broadly Than on the Digital Transition of Teaching 19.4 Necessary Political Support by Governance Teams to Accompany Change in the Educational Community References Correction to: Learning to Engage with Complexity Through the Transformative Learning Approach of the Sustainability Institute in South Africa Correction to: Chapter 12 in: C. Renouard et al., Pedagogy of the Anthropocene Epoch for a Great Transition, Anthropocene – Humanities and Social Sciences, https://doi.org/10.1007/978-3-031-39366-2_12