Imagining, designing and teaching regenerative futures –
creative approaches and inspirations from around the world
What does it take to learn and lead in times of global challenges? Who do I need to be in order to catalyze regenerative change? What creative approaches can support change makers and educators to teach about regenerative futures? What kind of old and new knowledges can strengthen regenerative practices for all? Which methods can be used for better designing and imagining a thriving world in which humans are participating as an integral part of nature? What if it turns out way better than we could have imagined?
Regenerative futures may sound like a daring idea. It is a hopeful and radical concept based on the realization that doing ‘less worse’ is not good enough. As several of the planetary boundaries are being reached or even exceeded, calls for new ways of learning and engaging in and with nature, and with others are clear and loud. The environmentalist Paul Hawken writes that “regeneration is not only about bringing the world back to life; it is about bringing each of us back to life” (2022). Bringing Hawken’s idea of regeneration into a learning setting may mean a totally new way of approaching global challenges. It emphasizes solutions and approaches in which humans are participating as an integral part of nature and as nature that have the capacity to restore, support and regenerate living systems (Reed, 2007). It addresses challenging topic of climate change via new channels that inspire their learners and underline the role of each individual, with their specific talents and world views. Since regeneration implies an interdependent process within which the healthy becoming/restoring of every life form is inseparably linked with the healthy unfolding of other living beings and spaces, human wellbeing is tightly linked to the wellbeing of the environment as a whole. Fostering and evolving an emerging “regenerative” view of wellbeing demands a transformative journey in order to radically shift the way we understand, imagine, and design our place within the future world.
Creative and arts-based approaches are increasingly seen as a powerful way to engage in global challenges and develop meaningful connections. Art can help to expand the learners’ visions of the future, opening up their minds to new scenarios and more-than-human worlds. Exploring alternative and regenerative imaginaries of the future can be inspiring and empowering for (young) people.
Many educators are lacking approaches that help them to wisely navigate the complexities of global challenges in a learning setting. This collaborative book project will compile and make available creative approaches for teaching and learning about regenerative futures. It will be composed by short contributions that introduce an approach or method, identify its regenerative or transformative potential and describe how it can be used in a learning setting/workshop. It is intended to comprise a useful resource for educators, teachers, lecturers, community workers and change makers in the broadest sense. Compiled methods, practices and creative approaches will be ordered alphabetically (in a glossary-like style).
Editors: Julia Bentz (WG3 leader) and Jelena Ristić Trajković (WG3 co-leader)
How to contribute
Compose an entry (approx. three A4 pages) describing a creative practice that can help us realize and support regenerative futures.
- Short title = name of the method or approach
- Introduce the approach/method
- Identify its regenerative, transformative or ecological potential
- Describe how it might be used and applied
Submission of contributions: 20 October 2023
Review and feedback: 21 October – 31 January 2023
Submission of revised contributions: 31 February 2024
Final text April 2024
Layout and Book design May 2024
Publication Jun 2024
Submission per email to:
juliabentz (at) gmail.com
arch.jelena.ristic (at) gmail.com