The participants

• expand their knowledge of current debates on solutions to the climate crisis
• learn about specific examples of technical solutions (hydrogen, electro mobility and geo-engineering) and critically examine their potential
• understand the connection between technological solutions to the climate crisis and global justice issues
• are encouraged to reflect on technological optimism and belief in progress in green capitalism and recognize that structural changes are needed

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:

• Who is speaking?
• What is being said? What is the connection to the climate crisis?

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

• How did you do with the group work? How easy/difficult was it for you to approach the topics with the help of the material?
• What was new? What was interesting?
• How did you feel about formulating a reaction?
• Where do you see a connection between technological solutions to the climate crisis and global (in)justice?
• Why do many actors in the climate crisis focus on technological solutions – despite the problems that come with them? What possible reasons can you think of?
• What contribution can technological solutions make to a more sustainable, fairer society? What would it take?

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:

• 1. (15 minutes) Introduction: At the start, the facilitator shares the quotes online as a presentation. Instead of an exchange in pairs, the participants can discuss the question of what all these quotes are about in the form of a popcorn round.
• 2. (40 minutes) Group work: For the group work, the participants join breakout rooms (at least 3, more if there are a large number of participants). They receive the worksheets as digital documents. They can either each consume the linked materials directly on their own digital device and then talk about them in the group, or one person from the group shares the screen and audio with the others. For group work, it is necessary for the facilitator to go into each breakout room at least once and offer support.
• 3. & 4. Presenting reactions & Evaluation: Take place again with everyone in the main room.

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:

• Dossier Hydrogen: (https://konzeptwerk-neue-oekonomie.org/wp-content/uploads/2022/08/Hydrogen_and_Climate_Justice_2022.pdf)
• Lithium mining: What you should know about it. (https://utopia.de/ratgeber/lithium-abbau-das-solltest-du-darueber-wissen/)
• Videos from the Formando Rutas project (https://formandorutas.tech/)
• General information on false solutions: https://www.freitag.de/autoren/kathrin-hartmann/solch-gruener-schein
• “Pseudo Climate Solutions” Klimascheinlösungen.de (https://www.klimascheinloesungen.de/)

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

• Building another world
• Who can make change?
• Good life can only exist for all

Working material for download

• Worksheet Carbon Capture and Storaga
• Worksheet E-mobility
• Worksheet Hydrogen
• Quotes Climate Solutions

• 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:

• What can the perfect activist do?
• What do they do?
• Where does the person come from?
• What do they do for a living?
• What is the person’s everyday life like?
• How is the person doing?
• What do they need?

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:

• Invite feelings: What did these claims trigger in you?
• Where do you notice contradictions?
• Is it even possible to fulfil them?
• What systems/thought patterns do you recognise in these demands that you actually want to criticise, change or abolish? (e.g. meritocracy, competition, etc.)
• Strip away the demands: Invite yourself to shake out or strip away your body.

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:

• Where do I recognize these demands in myself?
• Which of these demands do I experience as stress?
• What do I want from people around me in stressful situations/phases?

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. It can often take a while for participants to realize that it’s about questioning these demands. If this leads to a noticeable moment of relief in the group, for example, it can be useful to name and address this in the reflection.

Methode created in cooperation with:

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. 

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).

• When you think about the world, the society you live in and the natural environment (you can include topics that have been dealt with in previous units, e.g. current crises and challenges, opportunities and processes of change): What are issues, situations or processes that appeal to this emotion (on your card) in you?
• How do you sense this emotion (on your card)? Where and how do you perceive it? What influences it?
• How do you deal with it? What do you do when you feel this emotion?
• What other emotions are you currently experiencing? Where and how do you feel them?

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:

• How did you feel while speaking? How easy or difficult was it for you to empathise with the emotion?
• How did you feel when listening? What was challenging? What was pleasant?
• What did you find interesting?

4. Evaluation (10-15 minutes)

• Then everyone comes back together and the facilitator asks the following questions: What emotions often come up when talking about the climate crisis and social injustice?
• Which emotions are easier/ more difficult to access?
• How do you deal with these emotions?
• What impact do our emotions have on how we talk about the world and how we act?
• What opportunities, but also challenges, can arise when emotions are given greater attention in dealing with social and ecological crises?

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:

• 1. Guided meditation: For the meditation, the participants can find a comfortable place in their respective location, possibly out of sight of the camera.
• 2. Self-reflection: The emotion cards can be sent to everyone as a document or visualised on an online whiteboard.
• 3. Open sentences: These take place in breakout rooms of 2 people each. The questions are shared beforehand via the chat. The person listening keeps an eye on the time and asks the questions from the chat one after the other. They then switch independently. In the online format, this exercise requires a higher degree of self-organisation on the part of the participants. For less experienced groups, it is advisable to meet briefly in the main room when changing the person speaking and before reflecting in pairs, to clarify any questions or uncertainties and then return to the breakout rooms.

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

• Accompanying text meditation
• Emotion cards

Sources:

• Own adaptation based on the “Open sentences” method, in: Macy, Joanna; Chris Johnstone, Chris: Hoffnung durch Handeln: Dem Chaos standhalten, ohne verrückt zu werden. Paderborn: Junfermann, S. 72
• Blum, J. (2021): Transformatives Lernen durch Engagement. Ein Handbuch für Kooperationsprojekte zwischen Schulen und außerschulischen Akteur*innen im Kontext von Bildung für nachhaltige Entwicklung. Umweltbundesamt. https://www.umweltbundesamt.de/sites/default/files/medien/1410/publikationen/final_hauptdok_uba_handbuch_transformatives_lernen_bfrei.pdf (14.01.24)
• Grund, J. / Brock, A. (2019): Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and its Implications for Education. Sustainability, 11, 893.
• van Bronswijk, K. / Hausmann, C. (Hrsg.) ( 2022): Climate Emotions. Klimakrise und Psychische Gesundheit. Gießen: Psycho-Sozial Verlag
• Waldow-Meier, S. (2022): Zwischen Zukunftsangst und Zukunftsmut. Zur Rolle von Emotionen in der Auseinandersetzung mit gegenwärtigen Krisen und antizipierter Unsicherheit von Zukunft, Gerhard de Haan Verlag.

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.

Learning objectives

The participants…

• recognize a (first) approach to the topic of prosperity and the good life through their own and the group’s experiences.
• recognize initial approaches and demands as to how prosperity and the good life can be improved.
• begin to situate and question their own behavior in everyday life as well as common practice in society in dealing with prosperity and the good life.

Procedure

(background)

In 2 groups, the participants define what they understand by either a good life or prosperity. After a presentation of the results, parallels and differences between the two concepts are discussed together and placed in the context of economic and political objectives.

Preparation

For a better orientation on the definitions of prosperity and good living, the facilitator should read the background text.

The following sentence beginnings are written on two different colored moderation cards:

• “For us, living a good life means:…”
• “For us, prosperity means:…”

Implementation

1. (5 minutes) The participants are divided into 2 groups of equal size and each group receives one of the prepared moderation cards.

2. (15 minutes) The groups now have time to complete the sentence. They then write their different interpretations of prosperity or a good life on moderation cards of the same color as a group result. Care should be taken to ensure that

– there is only one thought on each card

– written large and legibly

– spelling does not play a role

The groups cluster their results and find headings for the individual categories.

4. (10 minutes) Now everyone comes back together in plenary. First, the “prosperity” group presents its results and lays out all the moderation cards on the floor, then the “good life” group presents its results and lays out all the moderation cards next to the cards already on the floor. If the contents of the two groups’ results overlap, the cards are placed next to each other accordingly.

6 Reflection (15 minutes)

Now the group discusses the following key questions:

– Based on your results: Where do you see overlaps, where do you see differences between prosperity and the good life and how do you explain these?

– The political/social/economic focus is currently on prosperity. Do you know of any everyday examples that make it clear that the focus is on prosperity rather than the good life?

– One important example is the gross domestic product (GDP), which is used politically to measure the prosperity of our society. What does this say about our society/what are your thoughts on this?

– Possible final question: Would you have completed the sentences differently if they had been talking about you as individuals instead of you as a group?

Tips and hints for instructors

It makes sense to conclude with a common definition of prosperity. The approach of the good life (Buen Vivir) is currently being pursued in several Latin American countries and is defined as a national goal in the constitutions of Bolivia and Ecuador.

Possibilities for further work

This method is suitable as an introduction to the topic of prosperity. Various prosperity indicators can then be discussed, for example. A central question could be to what extent these indicators reflect our ideas of a good and satisfying life. The “How do we measure the good life?” method is suitable for this. (chapter 3).

The following methods can also be used for this topic:

• “Climate crisis and colonialism”
• “Values in the economy

Sources and further information

Duden Wirtschaft von A bis Z: Grundlagenwissen für Schule und Studium, Beruf und Alltag. 6. Aufl. Mannheim: Bibliographisches Institut 2016. Lizenzausgabe Bonn: Bundeszentrale für politische Bildung 2016.

https://www.bpb.de/kurz-knapp/lexika/lexikon-der-wirtschaft/21170/wohlstand

Duden Wirtschaft von A bis Z: Grundlagenwissen für Schule und Studium, Beruf und Alltag. 6. Aufl. Mannheim: Bibliographisches Institut 2016. Lizenzausgabe Bonn: Bundeszentrale für politische Bildung 2016.

https://www.bpb.de/kurz-knapp/lexika/lexikon-der-wirtschaft/21172/wohlstandsgesellschaft

Hartmut Rosa, Niko Paech, Friederike habeRmann, Frigga haug, Felix Wittmann und Lena Kirschenmann (2014). “Zeitwohlstand. wie wir anders arbeiten, nachhaltig wirtschaften und besser leben”. Konzeptwerk Neue Ökonomie e.V. oekom verlag. München, Deutschland.

Acosta, Alberto (2015). “Buen vivir. Vom Recht auf ein gutes Leben”. Oekom verlag München, Deutschland.

I.L.A. Kollektiv (Hrsg.) (2019). Das Gute Leben für Alle . Wege in die solidarische Lebensweise (seite 18). oekom. München, Deutschland.

Ecuadorianische Verfassung, Artikel 275. vom 20 Oktober 2008