Educational materials for a socio-ecological transformation

(No) solution to the climate crisis?

Learning goals

The participants

Procedure

Preparation

The facilitator familiarizes themself with all the working materials and gains a basic understanding of the various technological approaches covered in the method. The quotes are provided in a presentation or printed out. The worksheets are printed out in the required number.

Implementation

1. (10 minutes) Brainstorm

The facilitator shows a flipchart with the title “Solutions to the climate crisis”. The participants are asked to spontaneously name solutions that they have already heard about in their environment, in (social) media and in public debate. The first step is not about how “small” or “big” and far-reaching the solutions are, or whether and how useful the participants think they are. The solutions mentioned are all noted on the flipchart.

2. (15 minutes) Introduction

The facilitator shows the three quotes one after the other (see material for download). For each quote, the participants have a short time to discuss it in pairs. The following questions can help:

The facilitator then asks what all these quotes are about. Depending on the answers, they explain that they are all about technical solutions to the climate crisis and that these are proposed as key solutions by various players from politics, science and business. In addition to the expansion of renewable energies, such as wind and solar energy, there is increasing talk of newer technologies, such as hydrogen as a fuel. The potential of these technologies to reduce greenhouse gas emissions is often the main topic of discussion. The high consumption of resources, the social and environmental damage caused or exacerbated by the extraction of resources, the unequal balance of power between the Global South and Global North and the risks of the new technologies are rarely discussed. In the following group work, the aim is to take a closer look at one of three approaches that are being promoted as technological solutions to the climate crisis. The three technological solutions to choose from are: Hydrogen, E-cars and Carbon Capture and Storage.

3. (40 minutes) Group work

Thefacilitator names the three technological approaches and briefly presents their potential contribution to reducing emissions.

Depending on their interests, the participants choose one topic each and get together in groups of 3-6 people to discuss the respective topics. Large groups can be divided again into two groups. It is important that there is at least one group for each topic and that the groups are of a similar size.

As soon as the groups are formed, they each receive a worksheet on the chosen topic (see material for download). The participants have 30-35 minutes to read the introductory text, consume the material contained in the worksheet, discuss the evaluation questions and formulate a reaction to one of the quotes. If necessary, the time for the group work can be extended if the groups are not ready after the given time. The facilitator is available for questions and possible support. Support should be actively offered, especially at the beginning of the group work and towards the end when formulating the reactions.

4. (10-15 minutes) Presenting reactions

The participants come back together and the quotes from the introduction are visualized again. One after the other, each group steps forward and reacts to one of the quotes with knowledge and arguments from the material. The reactions of the groups should be kept as short, crisp and clear as possible and should not take longer than 2-3 minutes per group.

5. (15-20 minutes) Group reflection

Variants

For a creative conclusion to the method, the participants create their own quote in the respective working groups. This should make critical reference to the content of the quotes presented at the beginning in a humorous way and incorporate the newly acquired knowledge.

Digital implementation

For the digital implementation, all participants need a digital device (preferably a PC) and the link to the video conference. The subsequent collection of solution approaches can either take place via the chat in the video conferencing tool or with the help of a word cloud.

Supplements for digital implementation:

Tips and notes for facilitators

The method requires a certain amount of prior knowledge and familiarization with the topic by the facilitator. It is not necessary to understand all the chemical and physical processes of the technologies in detail, but a basic understanding of how the respective technology works is useful. For detailed questions, the participants can be referred to other sources.

For a more in-depth look at the topic, we recommend the following sources:

Depending on the target group, it is possible that the participants have so far mainly come into contact with technological solutions to the climate crisis. When critically examining such solutions, various reactions are possible, e.g. defensiveness, pessimism, hopelessness. It is advisable to pay particular attention to reactions of this kind among the participants. An appreciative attitude towards the different contributions of the participants and a general appreciation of controversy and discussion helps in dealing with this. If possible, the method is followed by a method from the “Alternatives” category or the “Good life can only exist for all” method to deepen the focus on structural global inequalities. To dive deeper into the topic of economic growth, the method “The two sides of the coin” can be used.

Possibilities for further work

Working material for download

3 strategies for change

Participants assign specific action possibilities to three different strategies for change and exchange ideas about them.

Learning Objectives

The participants…

Process

Preparation

Implementation

  1. Introduction (10 minutes)
    The facilitator introduces the topic of the method. The following introduction text can be used and supplemented with information from the background text if needed:”Now we are going to focus on different ways to promote the transition towards a sustainable and just society. Many people and organizations have long been thinking about which strategies they can pursue to work for a good life for all. There are often discussions about which is the ‘best’ or ‘most effective’ strategy. At the same time, many people feel overwhelmed and disoriented in the face of the climate crisis and global injustice and don’t know what they can do themselves. In this method, we will explore a colorful range of existing action possibilities and categorize them strategically.People also have different opinions about how to categorize action possibilities and strategies. In this method, we distinguish between three important strategies for change:
    • Nowtopias: Experimenting with and practicing different forms of interaction on a small scale – through new practices, institutions, infrastructures, or organizational forms.
    • Radical Reforms: Changing laws, rules, infrastructures, and institutions step by step.
    • Resisting and Building Counterpower: Seeking direct confrontation or a break with existing institutions and social structures.”
  2. Small Group Phase (25 minutes)
    The process of group work is explained, and the participants are divided into small groups of 4-5 people.Each group is assigned one of the strategies: Nowtopias, radical reforms, or resisting and building counterpower. (Alternatively, the participants can choose a strategy based on their own interests. If there are more than 15 participants, multiple groups can work on the same strategy.) Each group receives an envelope containing a copy of the definition of their respective strategy and the printed action cards (see downloadable materials).Participants first read the definition of their respective strategy and clarify any questions they may have. Then the group looks at the action cards. On the front side of the card, the action is depicted with a small image. On the back, participants find a brief description of the action and a link for more information. Participants discuss the actions and try to collectively determine which cards belong to their assigned strategy. If interested, they can follow the links for further information.
  3. Presentation of Results (15 minutes)
    Back in the large group, each small group presents their strategy and how they categorized the action cards. The others can ask questions, and the large group can discuss whether the cards have been correctly assigned.
  4. Evaluation (15 minutes)
    A selection of the following questions is then discussed:
    • How did you find the process of assigning the cards? What was challenging?
    • Which of the action possibilities do you think contribute to a socio-ecological transformation? How? Which do not?
    • Which strategies do you think are effective for global justice and sustainability? Is there a strategy that seems more important to you than the others? If so, why?
    • What impact do actions and strategies in Germany have on people and nature in the Global South?
    • What challenges and risks do you see with the respective strategies?
    • Which action possibilities have you already tried yourself? Which ones are you interested in? Which ones do you feel resistance toward? Why?
    • What other action possibilities do you know of?
    • “Without inner change, no outer change can happen. Without collective change, change is insignificant.” (Rev. angel Kyodo williams) How does this quote resonate with you?

Variations

Tips and Notes for Facilitators

This method is particularly suitable for target groups that are already familiar with the basics of social and ecological problems and also have an interest in a socio-ecological transformation.

It is important to emphasize that there is no single solution or “correct” strategy for a socio-ecological transformation. Transformation processes are very complex, and a variety of different strategies, approaches, and actions are necessary.

Sources and further reading

Who can change things?

In this method, To this end, the participants map out a “landscape of actors” in the room. They assume the perspective of important actors who contribute to social change in the context of national states on different levels. They examine opportunities for action and influence on and between these levels and discuss the power relationships which govern them.

Under the magnifying glass

In this method, participants are given a first look at different perspectives on post-growth. To achieve this, three different texts are read and presented in small groups. The similarities and differences of the three perspectives are then discussed and complemented by information from the facilitators.

For further instructions please open the document method instruction.

Another world under construction


Participants engage in conversations about alternatives to growth-oriented economies.

Learning Objectives
Participants will:
• Learn about tangible examples of lived alternatives to growth-oriented economies and global justice, both in Germany and worldwide.
• Identify their own options for taking action and getting involved in similar alternatives.

Procedure

Background
The building block cards are particularly suited for use at the end of an event, to highlight participants’ own agency. A comprehensive overview and discussion of the relevance of specific lived alternatives can be found in the works of adrienne maree brown (Emergent Strategy) and Leah Lakshmi Piepzna-Smarasinha (Care Work: Dreaming Disability Justice).

Preparation
The texts and images for the building block cards should be printed double-sided. For multiple uses, it is recommended to laminate the cards.

Implementation

  1. Exhibition Visit (20 minutes)
    The building block cards are placed around the room or hung up with the text facing upwards. Participants are invited to pair up, read a few examples that interest them, and discuss them.
  2. Clarification Questions in the Large Group (10 minutes)
    The participants regroup to clarify any questions they may have.
  3. Individual Reflection (10 minutes)
    Participants are given 10 minutes to design their own building block cards, answering the following questions: • What activities in your life would you write on a card? • What brings you the most joy or hope? • Which of the presented or other alternatives would you like to try? The cards will serve as a basis for the subsequent discussion.
  4. Evaluation: Exchange in Small Groups (10 minutes)
    Participants form groups of four and share their cards with each other, discussing them during the remaining time.

Variations
In phase four, the exchange can also take place during a walk in pairs, if time allows. After the walk, participants return to the large group to wrap up the session.
If time remains after phase four, the facilitator can encourage participants to search online for alternatives in their local context. They should choose an alternative they would like to try and see if they can find something in their area.

The two sides of a coin

In form of an interactive exhibition, the participants independently deal with the pros and cons of economic growth using short texts.

Learning Objectives:

The participants…

Procedure:

Preparation:
This activity requires some preparation time. First, print, cut out, and glue the medals. Then, place them around the room where participants can easily read them and move around freely while viewing them. Alongside the medals, hang flip chart sheets with reflection questions (see materials) for the silent discussion. If the method is conducted without hanging or preparing the medals (see variation), the preparation time is reduced.

Implementation:

  1. (5-10 Minutes) What is growth? :
    Begin by briefly discussing with the participants what is meant by economic growth and explaining what the Gross Domestic Product (GDP) is.
  2. (10 Minutes) Why should the economy grow?:
    Next, briefly gather reasons why the economy should grow (write them down on the flip chart). Common arguments like jobs, prosperity, and tax revenues will usually be mentioned and can be found on the medals.
  3. (5 Minutes) Explain the process:
    Now, explain the process: The medals, containing arguments for and against growth, are displayed around the room. Reflection questions encouraging silent discussion are also posted. For the silent discussion, blank flip chart sheets are placed around the room where participants can write their thoughts and questions, and comment on the contributions of others without speaking.
  4. (20-30 minutes) Silent Discussion:
    Participants will have time to read the texts on the medals. During this time, the facilitator will be available for questions.
  5. (10 Minutes) Evaluation:
    Conclude by gathering in a circle. The evaluation can focus on the following questions:
    • What was new to you in the room? What did you already know?
    • What interested, surprised, or made you think the most?
    • What are the connections between economic growth and global/climate justice?
    • Do we still need economic growth in Germany?
    • What about the countries in the Global South?
    • How do we ourselves contribute to growth in our daily lives?
    • What alternatives to a growth-oriented economy do you know or resonate with?
    • What challenges do you see in transitioning to an economy without growth?

Variations:

Digital Version:

This method is easily adaptable for a digital setting. All texts are available in PDF format and can be shared with participants.

A Fishbowl discussion also works digitally. You will need a shared document where the respective pro and con arguments are outlined. It can be made transparent how many seats are available for each argument by listing “Seat 1,” “Seat 2,” etc., under each argument. Once the discussion starts, participants can “take a seat” by writing their names in the document, and then “stand up” by removing their names when they are finished speaking.

Tips and Notes for Facilitators:

This method relies on participants’ self-directed learning. They can decide for themselves which texts they want to engage with more closely. It may be helpful to use only a selection of the medals. It’s essential for the facilitator to maintain neutrality and allow for both pro and con arguments to stand equally. The goal is for participants to form their own opinions without feeling judged.

Facilitators should also be aware that this topic can be complex and prepare accordingly. A background in feminist economic critique can enrich the method, as it offers a critical perspective on growth, especially concerning the undervaluation of care work. Additionally, the discussion about the viability of degrowth in a globalized world should not be overlooked.

Follow-up Possibilities:

This method is a good introduction to the topic. Depending on the focus, it can lead into various areas for further exploration. The methods touch on very complex phenomena, so depending on the audience, it might be worth delving deeper into specific points.