Creativity

Students select a group or organisation of which they are a member (e.g. school, youth group, sports club). Consider the demographic make up of the group and identify people who are under-represented. Brainstorm ways in which such people could be encouraged to join the group and feel supported within it.

Conduct a fieldtrip to a nearby rural community. Visit the community and talk with local residents and authorities about the impact of the transformation of the community (e.g. rural tourism, abandoning of cultivation, abandoning of local varieties, reduction of farm land, etc.). Research alternative practices. Learners also meet with local and non-local activists and authorities and gather secondary data on the region and the main problems. Each group prepare a report of findings and conclusions drawn.

Introduce the concept of grassroots innovation and some of their examples such as l’atelier paysan (or others in the field of seeds, rural development, makerspaces, etc.). Discuss what grassroots innovation means and how it can be applied to the case study.

Case study method

From a selection of resources:
In groups, students:

1. study issues related to bluefin tuna cases
2. Imagine innovations (technological, social, economic, etc.) to preserve this species.
3. Present the results obtained and ideas for preservation in the form of an exhibition e.g. using posters, photos, maps

Whole group: Decide on an issue to do with sustainability e.g. use of plastic, trophy hunting, over fishing, waste

Small groups: Brainstorm at least 15 ways that this could be taught to a given age range

Whole group: Share and discuss ideas and approaches

Note how creative we become after the first five ‘usual ideas’ have been suggested!

Share, swap and give away party. Bring things that you no longer need to class and have a swap party. Each student can take something home from these available products.

They then report how they have used their new item.

Organise a visit to industries that apply innovative technologies e.g. managing waste, saving energy/ water, creating green buildings and discuss with the scientists, producers, contractors how these technologies are designed and how they help cities become more sustainable.

Develop an inquiry-based project about sustainable entrepreneurship and innovation. Students work in groups to design innovative sustainable technologies and ideas in order to find solutions for unsustainable practices in the community.

Game-example: Mission 1.5

Mission 1.5, will give learners a direct way to communicate to their governments the change they want to see.  

The campaign is based around a mobile game that educates people about climate policy and provides a platform for them to vote on the solutions they want to see happen. The votes will then be compiled and analysed by researchers at the University of Oxford before being delivered to government leaders and climate policymakers.

The game, developed by UNDP with partners, was beta-tested last September (2019) and 1.25 million players voted. It is launching in all six of the UN’s official languages, and more languages will be added as the campaign progresses throughout the year.

Mission 1.5 uses mobile gaming technology in an entirely new way. Instead of just a website, the game is delivered through ads in some of the most popular video games in the world.

Follow the thinking steps as described in De Hamer/Heres, 32 lessen voor de toekomst; les 23, De Vries, van People, Planet, Prosperity naar Burgerschap (Hilversum NL 2015).

The ’thinking steps’ are:

• Challenge: learners are challenged to think about possible improvements to a plant, shop, office, government in the neighbourhood of the school or even the school itself e.g. safer traffic situation, less plastic, better waste management, restaurant policy, heating systems, electricity supply, leisure space etc.
• Reflection: every group member has a right to have one idea chosen by the group. No more than three pictures are taken of the chosen item; the pictures explicitly show the need for improvement.
• Discussion: The pictures are discussed in the small groups. Improvements are discussed from the perspectives of People, Planet and Prosperity. The reasoning is based on ‘if…, than…, with result…., which has impact…. etc.’
• Solution: group proposes a solution based on consensus. That ‘consensus’ might be difficult to reach: some children have to give in.
• Presentation: The solutions are presented and discussed in a plenary session, ideally with stakeholders.
• Reflection: whole group discuss the process: what is the solution, what is the impact on PPP, how hard was it to get there? How did you encourage fellow students to participate? How respectful was your behaviour? Etc…

In small groups develop a business idea that has environmental and/or social benefits. Prepare a sales pitch to present to the rest of the group. The group’s role is to critique your idea while you defend it on social, environmental and financial grounds.

In groups, students select an environmental conflict related to energy e.g. from https://ejatlas.org. Groups then choose an artistic way to communicate or explain the chosen conflict (song, role-play, drawing…). They are asked to identify the main actors involved in the conflict as well as their main roles and positions and their potential feelings. Groups then devise a script, practise and then perform in front of each other and receive feedback.