Education as a Transforming Practice: Preparing together for complex, sustainable futures

Format: Papers, RSD10, Topic: Learning & Education, Topic: Socioecological Design

Caroline Hummels and Pierre Lévy

Our current education systems do not adequately support students to learn how to deal with complex challenges and create together alternative practices aimed at sustainable futures. We have developed a design approach and repository for transforming practices (TP) in order to engage with the world in co-response-able ways. During the past 20 years, we have explored and transformed educational practices to enable situated self-directed and lifelong learning. In this paper, we explain our journey of transforming our education systems and how the five principles of TP have been guiding this process, i.e., complexity, situatedness, aesthetics, co-response-ability and co-development. We illustrate with examples from our own educational practices how TP can help transform current education systems into corresponding lifelong learning practices that support designers and participants in designing alternative complex, sustainable futures. Keywords: designing for transforming practices; self-directed lifelong learning, complexity; situatedness, co-response-ability




Citation Data

Author(s): Caroline Hummels and Pierre Lévy
Title: Education as a Transforming Practice: Preparing together for complex, sustainable futures
Published in: Proceedings of Relating Systems Thinking and Design
Article No.:
Symposium Dates:
First published: 3 September 2021
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Proceedings of Relating Systems Thinking and Design (ISSN 2371-8404) are published annually by the Systemic Design Association, a non-profit scholarly association leading the research and practice of design for complex systems: 3803 Tønsberg, Norway (922 275 696).


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Author(s). (20##). Article title. Proceedings of Relating Systems Thinking and Design, RSD##. Article ##.

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