Leading Change Beyond Sustainability.
Educators as change agents towards the regeneration of the planet.
This article was written in February 2020 (before COVID-19)
Originally Published (Spanish) in Ruta Maestra Edición 28,
Editorial Santillana, April 2020
At a critical moment on the planet, where man-made changes are affecting the balance of systems, the need to accelerate a change of direction is imminent. Educators have a fundamental role as agents of change to inspire and accompany the new generations in their construction of a regenerative and thriving future. This potential must be intentionally activated and urgently launched.
The planet and the emerging future
We live on a generous and abundant planet that has evolved for millions of years, where magical dances of relationships and interactions allow the operation of a complex system that supports life on the planet. The capacity for self-regulation and collaborative evolution of nature create a prosperous environment for life that depends on a permanent balancing act.
As the year 2020 begins, humanity faces a large number of planetary challenges whose character has been changing in recent decades. We have passed from the era of local or regional problems to the era of global, systemic problems. We live in an interconnected and interdependent system, yet we act as if everything is detached. Looking at it from another perspective, we live in a world based on relationships, where relationships have been broken, generating a large number of problems. Dysfunctional relationships occur when there is no equilibrium and balance in their structure, not only individually (between parts) but also collectively (between communities). If we divide the relationships of human beings we can say that we have three levels: with ourselves, with others, and with nature.
The main problems in the biosphere are related and feedback into each other. Most of them derive directly as a consequence of human activity. This causal relationship has led some scientists to name the current geological era as the Anthropocene or the era where the greatest force of change on the planet is the human being. If we take into account the planetary limits, we can highlight as main environmental problems the loss of integrity in the biosphere, climate change, the loss in biodiversity, the disruption of biochemical flows (phosphorous and nitrogen), and the changes (degradation) in terrestrial systems and aquatic.
We are standing at what some scholars have called the door to collapse. More than an apocalyptic moment, it is a moment of accelerated change which can take various directions depending on how we humans act in the next two decades, the decisions we make as individuals and as collectives (cities, countries, continents, etc.) and the ability to adapt and regenerate life systems on the planet. As educators, it is essential that we understand the predicament and how we can be agents that mold the innovative capacities of change in students of all ages to take the right path. We must be able to project current trends and find the most significant turning points to turn the current direction and change it towards a different future.
In order to be agents of change, we must begin to look more holistically at the role of the human being on the planet, recognize, process and accept the potential impacts generated by our lifestyles and their current and future consequences. From this start a process of deep adaptation that allows us to go through the fear, pain, and uncertainty associated with the threat of the current collapse, towards the (re) construction of a better future for all living beings on the planet and therefore for human beings.
Considering the complexity of the scales of change from the planetary (biosphere) to the individual, it is difficult to imagine and project a line that clearly illustrates how the road will be and what awaits us. We face an uncertain future, a time of emerging change, which generates countless opportunities and possibilities. It is key that as educators we are attentive to what “emerges” since there will be the opportunity for innovation and our ability to correct the path beyond sustainability, towards the regeneration of the planet (the soil, ecosystems, the economy, the companies).
In ’87 world thinkers gathered as the Brundlant Commission, defined “sustainable development” as “development that meets the needs of the present, without compromising the ability of future generations to meet their own needs.” Identifying the need and importance of generating change, the concept was introduced as a key focus for the planet by the United Nations at the Earth Summit in Rio de Janeiro in 1992. At this time the alert for the loss of biodiversity, global warming, and other systemic impacts was already on the decision-makers’ table. The world was very ineffective in appropriating the call and applying it to the prevailing development model. In 2015, almost twenty-five years later, the 17 Sustainable Development Goals and 169 goals were established by 193 United Nations member countries, with the aim of activating action to face the problems that were becoming increasingly serious and already showing effects. systems on the biosphere.
Unfortunately, after more than 30 years since the need for change towards sustainability began to be discussed, it fell short and fundamental life systems have not healed, but rather are in crisis. It is urgent to activate processes to heal the Earth and its systems. We must transition beyond sustainability towards regenerative development models that seek not only to focus on meeting the present and future needs of the human being but on activating socio-ecosystems that have the capacity to regenerate life systems and thrive in abundance and collaboration.
In this transition process, we must look for common directions for change where we all find points of convergence, one possibility is to think of a common north that seeks to harmonize the well-being of all its parts, its relationships and the system itself. We could frame this north as universal well-being (me, community, nature). Ensuring that all human beings are aligned, moving in this direction ensures that imagining change to a different reality is possible.
As educators, we play a fundamental role in aligning and activating the capacity and agency of change in society. Day by day, the educator builds the necessary conditions that allow students to learn to envision and build the future. Students in turn influence and guide their parents and family members in the process of transitioning lifestyles and thinking frameworks. The impact of education in the process of generating change is indisputable, although it is often ignored.
Considering the progress of urbanization on the planet and especially in Latin America, which is one of the highest, reaching 80% (IDB 2019), the population is increasingly remote from nature and from the ability to come into contact with natural processes and therefore further from living meaningful experiences in contact with it and experientially understanding the dynamics of living systems in a holistic way.
We must transform classroom education by incorporating the creation of “learning experiences” that allow connecting the fragments of knowledge that are usually taught separately in class to a comprehensive reconnection and systemic learning experience. Nature-based education is the set of environments, processes, approaches, and skills required to incorporate nature and living systems as central actors (subject and object) of the learning experience.
It is essential to begin to break down classroom barriers and begin to unlock the diversity of learning environments available to teachers and students, as well as to strengthen the educator skills necessary to work in natural environments safely and positively. This process is not easy and there are barriers to access to it in many urban communities, be it by distance and access, by economic resources or by security. This is a transition process, so we must begin to generate enabling changes in two aspects: the learning environments (infrastructure and settings) and the learning facilitators (teachers and educators).
Learning environments
Classrooms and the infrastructure of educational institutions, often amplify the disconnection with nature and living systems as they separate the student and the teacher from the natural context limiting their ability to incorporate and generate meaningful connections with nature that allow well-being relationships to be established between the individual and natural systems.
The first step is to begin creating naturalized learning spaces in classrooms and schools where the learning experience can be contextualized and framed. This process includes incorporating life system processes into the student’s permanent contact. Plants, orchards, green walls, images of inspiring landscapes and natural elements, setup of jobs in organic settings, and the use of metaphors of the flows and relationships existing in the thriving ecosystems of nature in the living room. You can also begin to naturalize the school infrastructure and some play and meeting spaces. Naturalization is not enough, it is key to involve the student in the process and relate learning to the natural components that are incorporated.
As a second step, you can start using urban natural environments as learning environments, it can be to enable outdoor learning spaces at school planting them with native trees and other vegetation that can attract birds and other species creating small urban habitats. Making alliances with mayors and neighborhood boards to create safe environments in local parks as a complement to schools that do not have green areas, make alliances with other schools that have natural areas to share and with institutions that have access to natural spaces. As part of the actions, it is important to begin to weave a learning environment broader than that of the school articulating the community and urban natural spaces.
Finally, you can begin to include wild learning environments where the experience is direct and immersed in the maximum classroom of nature. Use local, regional, and national protected areas as classrooms. As we move away from classroom processes, each type of environment requires greater knowledge and appropriation of specific skills by educators to create safe and meaningful experiences. These skills include, but are not limited to, outdoor education and experiential education pedagogies, group management, risk management, first aid, and outdoor skills.
It is important to highlight that at no time are we mentioning these environments as exclusive for one or the other area of knowledge, nature becomes the stage for transversal learning. During the same learning experience, multiple experiences can be lived: an observation process that provides data for science; make math observations; the discovery experience is expressed through a story; the feeling of the natural environment, light, emotions are shared through art or poetry; and the group experience and strengthens leadership and allows to discuss social agreements.
The learning facilitators
Although the environment is essential, without an educator who can accompany and guide the learning experience, the environment has limited potential. I consider that there are four key aspects to activate the agency of change from the teacher: self-knowledge, clear purpose, coherence, and commitment.
The teacher’s effectiveness as a catalyst for change in the environment begins with self-knowledge and personal experience that leads him to “feel nature.” This is a process of deep reflection and reconnection with the Earth, with others and with oneself, which allows the educator to bring to consciousness the state of their relationships and strengthen weakened bonds in their ability to feel part of the life system in the planet, with its interconnections and interdependencies, and amplifying its empathic capacity.
Having an unwavering purpose as an agent of change allows the educator to stay on the path and constantly learn, strengthen with each experience their capacities and qualities, leading and inspiring change in their students and in their environment.
One of the most powerful factors of change agents is their coherence or ability to “be the change they want to see in the world”. This requires that you not only preach or teach, but also demonstrate the process and direction of change with action, by example. To be genuine in this process, it is necessary for each teacher to initiate the internal journey of self-knowledge and change as I mentioned. The ability to generate meaningful relationships between teacher and student is fundamental, generating trust between the two that allows the student to be invited to question deeply and dare to imagine new versions of the world. The coherence of the educator (between being and doing) validates and reinforces credibility in the message and inspires the student.
Personal commitment to the process of transforming mental models and their own cultural structures following regenerative principles unites self-knowledge, purpose, and coherence, giving the teacher the ability to be the change that he is inspiring.
In this way, the process of continuous growth of the educator as a person requires constantly challenging himself, recognizing the limiting beliefs, and permanently breaking paradigms, which is not a simple process. Strengthening the character and some qualities of the educator helps a lot in this endeavor. Some aspects that support the process are:
Staying the course and moving towards Sustainability: It is clear that even if we wanted to be 100% sustainable, it is an impossible task in most parts of the world. The key feature is always being on the move towards a more responsible and conscious lifestyle. To accept to live in the contradictions of our time while habits and paradigms are broken is to recognize that change is a process of transition from one state to another. It is a process that has direction and a beginning but has no end. We can intentionally speed it up.
Holistic Approach: Expand the ability to weave connections between the different areas of knowledge and generate relevance to learning in its application not only to everyday life but also to the construction of an integral world view that allows to make relationships conscious (in its three levels) and understand the regenerative or degenerative capacities of these.
Be propositive and proactive: Actively seek to undertake transition processes and explore deep questions and begin to make changes in all contexts (personal, family, work, etc.) that allow new ideas and approaches to emerge.
Be Relatable: Develop the ability to establish meaningful relationships with students and build the confidence to walk together in the discovery and learning process. Use various levels and styles of language that allow you to relate to each student during the change processes at the level and moment of each one.
Be Aware of your Connection: Permanently be aware and observing the state of your connection with yourself, others, and nature. Be aware of how strong the links are, which are weakening and strengthening and why, as well as what are the things that connect and disconnect us from purpose.
Being Present, Open, Self-Aware, Empathetic, and Respectful: Continuously strengthen the character to be able to own himself and develop the capacities to change towards the new in a way that deeply feels and respects others (human and not humans). This allows strengthening the ability to guide and facilitate learning experiences.
Adaptable, Curious, and with a Growth Mindset: Actively participating as an agent of change requires being ready to permanently redesign yourself. Adapt to new knowledge and experiences, and dare to explore beyond the established comfort zone.
Recursive, Creative, and Playful: Although change is a serious topic, it must be approached with creativity and a playful spirit. Allowing yourself the freedom not to take everything in a very serious and contained way, allowing some creative madness.
Final Thoughts
At this time on the planet, educators play a critical role as positive agents of change. To activate, the teacher must assume his role from the Self. Starting from his process of change and personal awakening, he must also align his Doing in order to model the processes and concepts that he seeks to share with the students. Break the predominance of the Ego and begin to feel, understand and live the world from its interconnected and interdependent (holistic) active participation with all other living beings on the planet (re) integrating into the life system, the Eco.
The course we take in the process of change is defined by the greater purpose that we choose and is decisive. It is the guide we have as we walk and transform individual and collective realities in a specific direction. This greater or northern purpose must contemplate beyond sustainability, the principles of regenerative development and approach changes from a systemic and inclusive vision of all life sharing the biosphere.
Education for sustainability can and should appropriate this systemic vision towards the regeneration of the planet. One way is to incorporate nature-based education approaches into educational processes and the creation of learning experiences that directly involve the student in the formation of relationships based on respect and empathy with oneself, with others and with nature.
We cannot continue waiting to change as time is running out, it is important to promote change now. It is time for each teacher to activate their inner leadership and be an agent of change.
Founder and Director of OpEPA. Co-Founder of the Weaving Lab. Recognized for his work in environmental education as @Ashoka Fellow, Young Global Leader (World Economic Forum), Climate Reality leader, and NOLS Achievement Award 2011 among others.
