Seeds of Regenerative Theatre (SoRT) — A Relational Pedagogy to Empower Learners to Create Sustainable Futures
This brief article shares insights that emerged from the first phase of working towards a regenerative learning ecology in higher education (see link below) and outlines a potential pedagogical approach which may be integrated into subsequent design iterations of the educational pilot. This emerged through reflective practice with the students involved in the first iteration of the Mission Impact minor at The Hague University of Applied Sciences as well as engagement with literature and my familiarity with art-based learning methods. See for example the amazing work by Pearson et al, The Presencing Institute and experimentation with vertical literacy.
In this earlier story I started to move towards a conceptualization of Regenerative Learning Ecologies (RLEs) which can be read in paraphrased form below:
RLEs are dynamic constellations of learning-based networks that facilitate the development of regenerative capacity — the ability to lead collective learning-based action towards regenerative futures. Where formal education joins forces with stakeholders in the region around the institutions to tackle wicked challenges, that no stakeholder or discipline can tackle alone. Thus RLEs consist of the totality of relations between stakeholders, learning, forces and facilitative technologies that act upon and within these ecologies and the learning that flows between and through these relationships.
These RLEs are normatively aimed to facilitate transformation (a qualitative change in consciousness) towards a regenerative state (one that gives back more the planet than it takes) and invites a multiplicity of values, ideas, peoples, forms of learning and knowledges to relearn how we relate to and connect with space, ourselves, others, the past and the future. This necessarily goes beyond learning-to-know (cognitive facts and figures) and includes learning-to-be (what does it mean to live here), learning-to-care (about oneself, others, the place and future generations) and learning-to-anticipate (learning towards and from possible futures). As simply ‘knowing’ limits our regenerative capacity to what is already known and excludes other aspects of human complexity such as our subjective well-being, need for love, connection and (critical) hope.
The Seeds of Regenerative Theatre (SoRT) approach utilizes the potential of artful approaches to learning to move beyond learning-to-know to include the doing and feeling of learning-to-be and learning-to-care. As artful approaches allow for a stronger embodied and aesthetic engagement with learning than more traditional student-led learners formats such as presentations. In this case my intention is not to limit the types of artful approaches used to facilitate this learning. I.e. it won’t specify the particulars of the performance pieces, only providing examples of suitable formats. As such, SoRT draws heavy inspiration from Empatheatre but moves the focus away from social justice to the development of regenerative capacity — the ability to guide collective action towards more regenerative futures. Where this capacity is a combination of the seeds of sustainability (see below) and skills & knowledge about regenerative design and eco-social systems.
While the conceptualization of RLE shared above includes a focus on learning-to-anticipate (learning for and from futures), this aspect of learning is less prevalent in the SoRT than learning through caring and being. It is, however, integrated within the wider research context while the learners lead transformation of the self and the environment. As the students engage with the wider community to explore preferred futures that balance human and non-human thriving. The relations between this larger project that exceeds the duration of the SoRT and the knowledge developed through SoRT is a key consideration for further development.
Thus, the SoRT builds on the relationality of knowledge, feelings and learning inherent to ecological approaches to learning. To facilitate transformation of the self while helping other learners in the ecology to transform as well. It is important to note that while this, and ecologies approaches to learning in general, lean heavily towards a constructivist approach to education. SoRT shies away from radical constructivist approaches by defining the seeds (competences), by providing an outline of the structure of the performances and by providing key starting materials for each team to explore from. I.e. scaffolding is carefully designed into the SoRT to allow for playful engagement and creativity without learners getting lost. The establishment of these outlines are part of the creativity and safety required for the learning space.
As this is an early exploration for a future pedagogical method that could be used for empowerment as a component of building regenerative capacity for learners. This only provides an outline for further development. The competences involved with regenerative capacity (and these are still under development) are represented below as seeds. As such, it builds heavily on a presentation by Prof Arjen Wals where he shared his vision of the key aspects of becoming sustainability agents of change.
- Diversity and Dissonance
- Values & Ethics
- Change & Transitions
- Agency & Transformative Capacity
- Boundary Crossing & System’s Thinking
Where these competences are combined with the potential of art-based learning and pedagogical approaches derived from theatre to engage the heart, head and hands into an integrated approach for transformative or even transgressive learning to co-create more regenerative futures.
How will it work
For the second iteration of Mission Impact (it could probably also be used in other educational processes): over a period of six weeks, each team of learners will choose one of the seeds to work with every week. The teams will have freedom to self-direct the order in which they engage with these seeds. And for each of these, a kernel of materials will be provided to help them get started. This could consist of articles, video’s, performances, books and such. Based on their choice, the provided materials and the materials they find themselves each of the teams will prepare interactive performances for the other learners within the same learning community. The last session will be dedicated to reflection and bringing all the learning together and to create visual maps of the last five weeks. Before exploring the setup of the interactive performances it is important to note that this outlined SoRT is only part of the RLE design for Mission Impact. As the students will also engage with visual diaries based on mandatory reading of literature and collective reflection sessions exploring their experience collectively.
These interactive performances will consist of four stages:
- Performance — a 5–15 minute performative art-piece based on the chosen seed of regenerative change and available materials. This could be theatre, dance, poetry, comedy or other creative performances. The educator plays a part here by providing inspirational materials and examples for the learners to develop their ideas from.
- Interaction — a 5–15 minute interactive component where they invite the other teams to learn-by-doing, caring and being.
- Discussion —a 10–20 discussion based on the previous two stages, the different teams engage in a discussion about the seed, the implications and its relation to their research practice. The educator plays a key role here by facilitating the dialogue and triggering the learners beyond their comfort zone.
- Reflection — space for each learning (cc 5–10 minutes) to review on this experience and reflect how and what they experienced. As well as what they take with them from this experience.
Example
If, you have five teams, this would allow each team to explore the seeds in their own order but also from five different perspectives. As they would engage with the materials in their own ways. Due to the teamwork involved in preparing and the experience itself this facilitates relational learning during the preparation phase, the performances, and the post-experience reflections.
This also has implications for role of the educator and is more closely aligned to dr. Thomas Macintyre’s perspective of transgressive gardeners, where the educator ensures the right conditions for learning to flourish. I.e. by identifying the seeds (competences) and nourishing them (providing space, help, and materials).
The learners collaborate (like bees facilitating the spread of flowers) over several weeks to create an unique tree of knowledge that starts from the same seeds but changes depending on the background, the problem and context through which it emerged. As well as the ecologies of learning that the learners operate in and bring with them.
This results in a pedagogical approach that inherently requires flexibility and allows for embodied engagement with complex materials such as transgressive agency and boundary crossing. Over the next few weeks, we will further explore and prepare this approach for educational testing and invite others to do the same. With the potential also outside the minor to incorporate this emerging approach into a cross-faculty Mission Zero leadership programme.
Forest of Knowledge
The emerging learning is brought together in a forest of knowledge, consisting of the trees of individual learners and their inter relations. Which they can then use to engage with communities to tackle wicked problems. Perhaps the integration of these skills, feelings, abilities and thoughts require the literal visualization of this forest and trees. An approach to facilitate this could consist of a large paper, whiteboard or such where learners are guided through a collective sketching exercise to first crystallize their own experience over the last few weeks of SoRT before searching for the connections, overlaps, synergies and conflicts between these learnings.
I look forward to planting the seeds of change and experiencing the trees of knowledge that we can help nourish in the time to come.
SoRT also raises a number of questions such:
- Does the self-direction of choosing seeds actually add value to the learning experience?
- How can the learning from SoRT-to-SoRT sessions be stimulated?
- How can the integration of a collective regenerative tree of knowledge be nourished?
- Should an extra session be added without performances for the above?
- What is the role of the educator in this processes?
- How and why does SoRT relate to the wider RLE and the wicked challenges the learners are facing?
- What is the right balance between self-directed learning and guided-learning within the approach outlined?
I would be honoured if anyone wants to collaborate to further develop this concept or perhaps you feel there are seeds missing!
If you liked the story please clap and share, and remember you are allowed to clap up to 50 times if you really liked it :).
I would also like to thank Jan Pico for his thoughts and drawings.
Feel free to reach out to b.vandenberg@hhs.nl or through Linkedin
