Educational materials for a socio-ecological transformation

The future is creative

In this method, participants can give space to their creativity and create a picture of their very own utopias.

Learning objectives

The participants…

Procedure

Background

The worsening climate crisis and growing social inequality make clear: business as usual is neither possible nor desirable. We need social change on a grand scale. But what can a future look like in which people in all their diversity are valued worldwide and can live freely and self-determined lives? And in which an environment worth living in is preserved at the same time?

Each of us has different ideas of a societal utopia. What is particularly important to us, is valued differently. This exercise is about creatively exploring and expressing one‘s own ideas of utopia.

Preparation

Before the unit: If necessary, participants can be asked a few days in advance to bring their own craft materials for the utopian collage to the workshop. The content note (see “Tips and Notes for facilitators”) should be communicated before the start of the unit. Before the unit begins, all craft materials are placed in the middle of the room. The question “When you think of utopia, what images and thoughts come to your mind?” can be written on a flipchart and hung up in the room for all to see.

Implementation

1. Introduction (5-10 minutes)

The procedure is explained to the whole group: participants have the same amount of time to make a collage on the question “When you think of utopia, what images and thoughts come to mind?”. The participants can choose whether they want to create a collage on their own or together with other people. There is also the option of not creating a collage. At this point, a mood survey is helpful: If participants feel like joining forces with other people, they can wave their hands in the air. If participants would rather do the craft alone or do something else, they can wave their hands in the air at the bottom. If participants are not sure yet, they can wave their hands in the middle. If individual participants want to say something for everyone, they can do so afterwards (e.g. “I’m not going to make a collage and would rather go for a walk. If anyone would like to join me, please speak to me”).

2. Finding Phase (5 minutes)

While the facilitators turn on calm background music, the participants get together in groups if necessary and gather all the materials they need for the collage. Participants look for a place where they want to work. Materials are still available in the room and can be exchanged.

3. Crafting (45-60 minutes)

The participants now have approximately 45-60 minutes to assemble their mashup. As soon as the mashups are finished, the participants can hang them up in the room – thus creating an exhibition of utopian collages.

4. Break (10-15 minutes)

It is a good idea to take a short break here. At this point, the group can also bring back in the people who decided to not work on a collage.

5. Evaluation (20-30 minutes)

A gallery is created from the participants’ mashups hung up in the room. The participants now move through the gallery as a group to look at the mashups they have made. The group stops at each mashup to look at it. The artists are invited to say something about their collage and the rest of the group can – in agreement with the artists – share their thoughts on it.

After all the exhibits have been viewed, the group meets again in a circle of chairs for a final reflection. The following questions can serve as impulses:

Variants

In step 5 there is scope for design. Here are a few inspirations:

As an alternative for participants who consciously decide against creating a collage, facilitators can suggest the following alternatives, for example:

Tips and Notes for Facilitators

Content Note: The method involves cutting with scissors. Collage making is used in psychotherapeutic settings. For some people, this can evoke unpleasant memories that are often associated with psychological crises or illnesses. It is therefore important to be transparent about what will happen in advance and to give participants the option of not taking part in the exercise (see variants).

The method is particularly suitable for concluding a content-related discussion of utopias. This gives participants the opportunity to creatively present new knowledge, new ideas and experiences from their exploration of utopias.

Utopia and me

This method is well suited as an introductory method to the topic of “utopias”. Participants have the opportunity to discuss utopias with several other participants.

Learning objectives

The participants…

Procedure

Background

We have dealt with the topic of utopias to varying degrees, or not yet. Our ideas of utopia or visions of the future can be very different. The aim of this method is for participants to share their initial thoughts on utopias with each other. It is not about right or wrong. Rather, it is about an initial exchange on the topic.

Preparation

Above all, the method requires space to walk. Chairs can be set aside if necessary, or the group can meet outside. The following questions (+ evaluation questions) can be visualized on a flipchart and gradually revealed:

Implementation

1. Introduction (2 minutes)

The facilitator introduces the background to the method and adds that it is okay, if people have not yet or hardly ever dealt with utopias. By exchanging ideas with each other, participants can gain new impressions and get to know new perspectives from each other. The realization that others have just as little an idea about utopias can also be an insight.

2. Space Walk (2 minutes)

The participants walk all over the room. The facilitator can give different impulses while they are walking around to make it easier for the participants to arrive in their own bodies, in the room and in the group:

3. First Exchange (2 minutes)

The facilitator gives a signal and the participants come together in pairs. The participants should start a conversation with a person with whom they have had little or no contact so far. The participants now have a total of two minutes to discuss the first question “To what extent have you already dealt with utopias?”.

4. Further Exchange (15-20 minutes)

Another signal indicates the end of the two minutes. The participants thank each other for the brief exchange and continue walking around the room. Steps 2. and 3. are repeated until all questions have been asked.

5. Body-Check-Out (2 minutes)

After the last question, participants have time to walk around again. In this phase, the facilitator can encourage the participants to pay attention to their own thoughts and to notice whether or what has changed in their bodies after the discussions.

6. Evaluation (5-15 minutes)

Popcorn-style sharing in plenary: The group meets again in a circle. The questions below can be used as reflection questions. The aim is not for the participants to answer all the questions. Rather, the room provides the opportunity to share final thoughts with the group. If you want to say something, say something – everything can, nothing has to!

Variants

Walking around between the two-person conversations can be omitted. Instead, the group can be divided into two at the beginning. One half forms a tight circle with their faces facing outwards. The other half forms a larger circle and turns their faces inwards so that one person from the inner and outer circle is facing each other. The first question is asked and the participants start talking to each other. When the signal is given, the outer circle moves on by one person so that everyone has a new counterpart for the next question. This variant is only about an exchange of content. There is no need to arrive in the body, in the room and with other participants. This variant saves time.

Tips and notes for facilitators

Facilitators should make sure that there are an even number of participants before the participants are asked to pair up. Being left as a single person can be an uncomfortable feeling. If there is an odd number of participants, one person from the team can take part. Alternatively, the participants are told that there will be a group of three and that everyone should make sure that they all have someone to talk to.

Value barometer

In this exercise, participants deal with social values and enter into discussion about them.

Learning objectives

The participants…

Procedure

Background

We all have an idea of what is important to us for living together in a society shaped by our personal values and convictions that guide our actions. The participants engage in conversations exploring how a society might look if individual values were to become more central to society.

Preparation

The cards with the values and a brief explanation of each value are distributed around the room. In addition, 3-6 more blank DINA4 sheets & pens are distributed around the room. A glass is placed on each sheet. The glasses should all be the same shape and size. The question “What is important to us for a utopian society?” can be hung up in the room.

Implementation

1. Introduction (10-15 minutes)

After the facilitator has explained procedure and background of the method, the participants can walk around the room and look at the individual value cards. If participants still miss values that are important to them, they can write their own values on the blank papers with pens. If necessary, the facilitator can add more paper.

2. Weighing Values (5-10 minutes)

The facilitator poses the question: “What is important to us for a utopian society?” Each participant is given a handful of corn grains. Depending on which values they find important and how important, they distribute their corn grains among the corresponding glasses. As soon as a participant has distributed all the corn kernels, the person sits down again.

3. Looking at the results (5-10 minutes)

After all participants have distributed their corn kernels, everyone looks at the filled jars. The facilitator reads out all the values one after the other and holds up the corresponding jar for everyone to see. The glasses of varying fullness show that we, both individually and as a group, weigh individual values differently. How these values are weighted can vary from person to person, from group to group and from society to society. What the corresponding weighting means within the group can be reflected together in the evaluation.

4. Finding groups (5-10 minutes)

The evaluation takes place in small groups. To do this, each participant thinks about which value the person would like to continue working on and stands next to the value card. This should result in small groups of about four people. If necessary, the facilitator can divide a large group again to work on one value. It is not a problem if there is not a small group for each value.

5. Discussion in small groups (20-30 minutes)

The small groups find a place and discuss the following questions (download material):

6. Evaluation in plenary (5-10 minutes)

At the end, everyone comes together in the large group. Plan at least 5 minutes for final thoughts or open questions.

Variants

If there are not enough jars of the same shape and size to hand, the grains can alternatively be placed on a separate empty sheet.

Instead of corn kernels, you can also use something similar, e.g. lentils, rice or even water.

Tips and notes for facilitators

With this method, it is important to create a space in which different perspectives on individual values can coexist. It is not about placing individual values above others. Rather, it is about becoming aware of one’s own values, placing them in a wider context and discussing what this means for society.

Sources:

I don’t feel it

I don’t feel it?! A conversation about emotions in the climate crisis

The participants expand their view of the psycho-social effects of the climate crisis and global injustice through a guided meditation and reflections with emotion cards.

Learning objectives

The participants…

– broaden their view of the psycho-social effects of the climate crisis and global injustice

– find (initial) access to their own emotions regarding the climate crisis and other social challenges

– discover a connection with themselves and the world around them and feel strengthened in their ability to act

Procedure

Background

From a scientific perspective, there is clear evidence that emotion and cognition (i.e. feeling and understanding) are deeply intertwined and influence each other. People experience everything in an emotional-cognitive way. Even if emotions are not consciously perceived, they have a major influence on how people evaluate situations and how they behave. Emotions are psychophysical movements that are triggered by a situation. A conscious awareness of our emotions can provide us with information about our behaviour and the underlying needs.

Emotions also play a central role in the context of the climate crisis, global inequality and sustainability. For example, young people experience fear, helplessness, sadness, frustration and anger regarding the global present and future. At the same time, feelings such as hope and confidence are an important prerequisite for sustainable action. In educational work on these topics, it is therefore important on the one hand to give space to unpleasant emotions and to take them seriously instead of ignoring or pushing them away. On the other hand, it is also important to encourage positive emotions. These can promote the remodelling of synapse structures and thus learning processes, enable appreciative and complex relationships and inspire and stimulate sustainable, social action. Verbalising emotions can lead to a more conscious perception and a more reflective approach. It can also lead to the realisation that you are not alone with your own feelings.

This method is about enabling an initial approach to one’s own emotions in the context of the climate crisis and global contexts.

A mindful approach to oneself and the other participants is very important for the method. For the participants, this means paying attention to their own needs and only participating to the extent that they feel comfortable. It is important to remember that this is an educational event and not a therapeutic setting.

Preparation

The facilitator familiarises themselves with the accompanying text for the meditation. The cards with the emotions (see material for download) are printed out and cut out. It is advisable to print out at least two copies of each card and then have them ready during the session so that all participants have the entire selection available to them.

Execution

1. Guided meditation (10 -15 minutes)

The facilitator briefly explains the context of the method and why it is important to deal with emotions in the context of the climate crisis and global inequality. They can refer to the information provided in the background. They then lead them through a short meditation with the help of the accompanying text (see material for download).

2. Self-reflection (10 minutes)

The cards with emotions are then laid out openly in the room and the participants can walk around and take a card.

The facilitator emphasises that people can carry different emotions in their bodies. These emotions can feel stronger or weaker and be more or less conscious. The next exercise is about focussing on the emotion on the card. If the participants do not want to focus on the emotion on the card at the moment, they can put the card back and take another one. As soon as everyone has a card, the participants have a short time to focus on the emotion on their card. How do you recognise the emotion? How does it feel in the body? Where can you feel it?

3. Open sentences (30 minutes)

Then the participants come together in pairs and sit opposite each other for a dialogue exercise. They decide which of the two will begin to speak in the exercise.

The person has 12 minutes to answer the following questions (3 minutes per question).

Notes on how to conduct the conversation:

The questions are read out one after the other by the person leading the discussion. The first question is read out first and answered directly. After 3 minutes, the next question is read out and answered, and so on. The roles are then swapped. The person who listened first now answers the questions and the other person listens. There is no “right” or “wrong” here. It can help to remember the meditation exercise from the beginning so that you don’t just focus on your head when answering, but also involve your whole body. You can also pause or remain silent for a moment.

The other person listens attentively and focusses their attention on the person speaking. They treat the person speaking with openness and appreciation, do not interrupt them and do not share their own assessment, judgement or opinion. If desired, questions can be asked.

Finally, the participants have 5 minutes to reflect in pairs:

4. Evaluation (10-15 minutes)

Variants

An abbreviated version of this method is also suitable as an introduction to other methods on the climate crisis and global justice. The emotion cards are laid out in the room and the facilitator asks “When I think about the current situation in the world / the future of the world, what emotions do I feel?”. The participants can stand by the card that applies most and briefly discuss with other participants why they are standing here.

Digital version

The method can be carried out digitally with the following small adjustments:

The tips and notes for facilitators should be followed with care when using the digital version of the method. Here too, a certain level of trust between the participants and the facilitator is a prerequisite for the method. The digital space can feel less trusting for some participants. The atmosphere in the digital space can be more difficult for the facilitator to grasp. At the same time, the digital space offers low-threshold opportunities for participants to take care of themselves and, if necessary, withdraw from the exercise.

Tips and notes for facilitators

This exercise requires the participants to trust the group and the facilitator. Depending on the target group, it is possible that participants may not have consciously dealt with their own emotions before. It is therefore important to briefly explain beforehand what will happen during the exercise and to emphasise that the participants should participate to the extent that they feel comfortable.

The guided meditation offers an opportunity to strengthen the participants’ awareness of themselves and the world around them. The accompanying text (see material for download) can be individually changed or adapted by the facilitator. There should be enough time between each sentence for breathing and awareness.

For some target groups, it can be challenging to talk about their own emotions for a longer period of time. If necessary, the questions can be reduced in point 3. of the method. Open sentences and the time per person limited to a total of 5 minutes.

Possibilities for further work

Methods for alternatives, dream journey

Working material for download

Sources:

The economy and me

This method is suitable as an introductory activity, and explores the question of just what the economy has to do with us personally. The goal is to dispel the common perception of economy as dull statistics and dry theory, helping participants realise that the economic system has a great deal of influence on our lives, and is therefore something we should concern ourselves with. Participants walk around the room to music; whenever the music stops, they find a partner and discuss a particular question.

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 world game

Participants visualize data about global relationships between unequal trade, economic growth, and environmental consumption in the space.

Learning Objectives
Participants will:

Procedure

Preparation
To calculate the distribution of participants across the continents, the exact number of participants must be entered into the calculation sheet beforehand. A4 sheets labeled with the names of the respective continents are printed and taped to chairs. The chairs are arranged roughly resembling a world map in the room. Two A3 sheets are prepared with one arrow each drawn on them. The facilitators should have read the background text and, if necessary, the source texts.

Implementation
Various parameters are addressed one after the other: population, GDP, Global South/Global North, historical CO2 emissions, global material trade, exploitation/development aid. In the first step, participants estimate the distribution themselves and position themselves or selected objects according to their estimates on the world map. The actual data for the corresponding parameter is then revealed, and the objects are redistributed accordingly. Participants can briefly discuss their findings. To visualize the relationships between the parameters, participants continue to stand by the continents they initially chose during the population parameter resolution while the objects remain with their respective continents throughout the exercise.

  1. (20 minutes) Positioning on Continents
    Participants are first instructed to distribute themselves across the continents based on the distribution of the world population. Each person represents several hundred million people. After agreeing on their positions on the world map, the facilitator reveals the first parameter. Data for the continents is displayed on A4 sheets. Participants then redistribute themselves according to the data. The data sheets are hung on the wall.
    For the next parameter, the small groups representing the continents consider how much of it applies to them. When the objects representing the second parameter (GDP, total number of chairs equal to participants) are distributed and visibly placed to the satisfaction of all participants, this data is also revealed, redistributed, and the data sheets are hung next to the previous ones on the wall. Participants are then asked for their input, for example: “Would the chairs in your continent be enough for all the people on your continent? Is there abundance or scarcity on your continent?”
  2. (30 minutes) Positioning the Global South and Global North
    After the first two setups, the categories of Global South and Global North are introduced without much context. One side of the classroom is labeled the Global South, and the other side the Global North. Participants, in their continent groups, decide where they think their continent belongs. After positioning themselves, the background of these terms is explained (see backgroundtext). Participants are asked if any continent groups would like to reposition themselves. Then, the solution is explained (see calculation table), showing where each continent is positioned. Nuances are clarified, such as Japan being part of the Global North, and the existence of wealthy elites and marginalized groups on each continent. It is emphasized that these terms are not black and white but highlight global geographic inequalities and colonial legacies (see backgroundtext).
    In the final setup, participants explore material trade between the Global South and Global North. Two arrows are placed on the floor, one pointing from the Global North to the Global South, and the other in the opposite direction. Participants blow up a balloon and assign it to one of the arrows, based on where they think more material flows—from the South to the North or vice versa. They then return to their continents. Participants are again asked for their input, such as: “Why did your region enter this trade? Is this a good deal for you?”
  3. (15 minutes) Evaluation
    The exercise concludes with the following reflective questions:
    • For which parameters did you expect different results? Why?
    • How did this distribution of global wealth come about? What historical processes contributed to it?
    • What connections do you see between the different parameters?
    • How are wealth and environmental consumption connected across different world regions?
    • Why has it been so difficult to distribute global wealth more equitably, and what would be required to achieve it?

Variation
If time and resources allow, an additional setup can be added to critically examine development aid. This setup follows the material trade between the Global South and Global North. Another object is needed in the same quantity as the participants (e.g., water bottles, pencil cases, backpacks). Participants place their object on one of the arrows based on their guess of how much money flowed as development aid from the Global North to the Global South in 2015, versus how much material, energy, land, and labor (converted into money) flowed from the Global South to the Global North. This comparison is based on the article “Imperialist appropriation in the world economy: Drain from the global South through unequal exchange, 1990–2015” by Jason Hickel (2022).
In the debrief section, in addition to the reflective questions, the following quote can be written on a board or flipchart for discussion:
“These amounts of materials and energy [flowing from the Global South to the Global North in our representation] would be enough to provide infrastructure and services such as healthcare, education, housing, water, electricity, heating, cooling, induction stoves, refrigerators, public transportation, computers, and mobile phones for the entire population of the Global South, ending poverty and ensuring a decent life for all. Instead, it is diverted for consumption and accumulation in the [Global North].” (Hickel, 2024)
Participants are invited to share their thoughts on this quote. Plan for approximately 10 extra minutes for this discussion.

Tips for Facilitators
For this method, it is important to repeatedly highlight the per capita distribution of the various parameters by relating them to the population size—represented by the number of participants per continent.

References

Prys-Hansen, M. (2023). The Global South: A Problematic Term. Internationale Politik Quaterly. Retrieved from: https://ip-quarterly.com/en/global-south-problematic-term

Wiegratz, J., Behuria, P., Laskaridis, C., Liepollo Pheko, L., Radley, B., Stevano, S. (2023). Common challenges for all? A critical engagement of the emerging vision for post-pandemic development studies. https://onlinelibrary.wiley.com/doi/full/10.1111/dech.12785

Konzeptwerk Neue Ökonomie (2022). Globalisierung, Globaler Süden & Norden. In Konzeptwerk Neue Ökonomie: Wörter des Globalen Lernens. Mit Kopf, Herz und Hand. Retrieved from: https://konzeptwerk-neue-oekonomie.org/wp-content/uploads/2022/09/Glossar_GlobalesLernen_Deutsch_digital.pdf

Hickel, J., Dorninger, C., Wieland, H., & Suwandi, I. (2022). Imperialist appropriation in the world economy: Drain from the global South through unequal exchange, 1990–2015. Global Environmental Change, 73, 102467. https://doi.org/10.1016/j.gloenvcha.2022.102467

Hickel, J., Hanbury Lemos, M., Barbour, F. (2024). Unequal exchange of labour in the world economy. Nature. https://www.nature.com/articles/s41467-024-49687-y

Hickel, J. (August, 2017). The Development Delusion_: Foreign Aid and Inequality. American Affairs Journal. Retrieved from: https://americanaffairsjournal.org/2017/08/development-delusion-foreign-aid-inequality/

Upstream & Hickel, J. (2024, Juni 13). How the North Plunders the South w Jason Hickel. [Podcast]Upstream. Retrieved from: https://www.upstreampodcast.org/conversations

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.