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.

Perfect activist

The participants

– recognise the inconsistency and unattainability of (their own) requirements, which often remain unspoken.

– question assumptions about hidden hierarchies regarding knowledge, skills, invulnerability, etc.

– feel encouraged to work for a socio-ecological and globally just world in the long term.

Procedure

Background

The exercise „The perfect activist“ comes from the topics of sustainable activism and individual/collective resilience (ability to resist and recover in crises). People who are committed to socio-ecological change and global justice are in constant contact with the multiple crises of this world and often have high expectations of themselves and others.

Preparation

A flipchart with a stick figure on it is placed in the middle of the participants.

Implementation

1. Introduction (3 minutes)

The facilitator formulates introductory words, e.g:

‘We are now going to do an exercise to look at what expectations you actually have of yourselves and others in the context of your own commitment. You may be familiar with the feeling that there are people around you who simply do everything right, or at least ‘better than me’. We want to playfully reveal and express this here.“

2. Reflection (2 minutes)

The participants sit in a circle and the flipchart with the drawn stick figure is in the middle. The facilitator asks introductory questions and invites the participants to spend two minutes on their own.

Example questions:

These questions can be adapted and expanded depending on the area of activity/commitment.

3. Association (10 minutes)

The participants can freely associate and throw their thoughts into the round about what all claims are a perfect activist. The facilitator writes the terms around the stick figure on the flipchart. Conflicting associations are also written down. Depending on the development of the associations, the instructors can also consciously point out contradictions between the individual associations, or invite further associations, ask questions about areas that have not yet been mentioned, etc.

4. Evaluation (10 minutes)

The following questions are suitable:

Variants

After collecting the terms together on the flipchart, the participants go into individual work in which they either freewrite for 10 minutes (stay in a writing flow) or draw. The following questions are given to the participants:

After the 10 minutes of individual work, the participants go into a 10-15 minute small group discussion about their experiences. These are no longer shared in plenary.

Digital implementation

An online tool is needed in which a stick figure or a person’s head is drawn on a presentation slide. The associated terms of the participants are written into the chat and read out loud by a facilitator.

Tips and notes for instructors

It has proven useful for one facilitator to moderate while the other facilitator writes down the associations made by the participants.

The method enables reflection on how unattainable, stress-inducing and often contradictory these demands can be. It gives the participants access to the topic of resilience and invites them to speak. In addition, it triggers an “unlearning” of one’s own demands, both individually and at group or collective level.

The method can be used in various fields of activity, e.g. voluntary services, educational work, role issues in groups, etc.

Give the participants time to feel their way into the respective demands. Depending on the context, further questions about the perfect activist can be asked in the room. E.g.: “What kind of clothes does the person wear? How do they eat? Where does their knowledge come from? How does the person behave towards others?” The questions and answers can be exaggerated. It is important to demystify the claims that arise afterwards and to realize in a reality check that they are not our common goal at all, that they are unfulfillable anyway and probably contradictory in themselves.

Stripping away is important for physically letting go of demands.

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:

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

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:

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.

Back to everyday life

The “letter to myself” supports the transfer of learning from the seminar/workshop to everyday life. Participants write a letter to themselves about their experiences and intentions which is either posted to them by the facilitators 3 to 4 weeks after the end of the seminar, or given to them with the instruction not to open it until that time has passed.

There is more to life than work

Working in pairs, the participants explore a quote about the relationship between work and quality of life, before presenting their position to the group. The activity encourages them to think about their own opinions on work and achievement, and to exchange their views with others.