Climate Constellations: Bridging Cognitive, Emotional and Physical Engagement in Climate Education

Cathy Macharis
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Cathy Macharis: Cathy Macharis, House of Sustainable Transitions (HOST), Faculty of Social Sciences and Solvay Business School, Vrije Universiteit Brussel, Brussels 1050, Belgium. E-mail: Cathy.Macharis@vub.be

Journal of Education for Sustainable Development, 2024, vol. 18, issue 2, 166-175

Abstract: This article explores the integration of family or system constellations into climate education, a novel approach I termed ‘climate constellations’. Grounded in the understanding that education for sustainability extends beyond cognitive realms, this article delves into the necessity of engaging participants physically and emotionally in the process of transformative learning. System constellations provide a powerful tool for this purpose, as they allow us to navigate the intricate web of relationships and dynamics that contribute to the climate crisis. By embodying various elements of the climate system and engaging in experiential exercises, participants in climate constellations gain insights into the hidden interconnections and feedback loops that perpetuate the crisis. This approach aligns with Meadows’ philosophy, urging us to explore the systemic underpinnings of complex issues and identify leverage points where interventions can lead to transformative and sustainable change. The constellation approach has been tested several times in different setting and the feedback has been captured in this article. New avenues for applications and further research are described and explored.

Keywords: Climate; quality education; sustainability; transformative learning (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:18:y:2024:i:2:p:166-175

DOI: 10.1177/09734082251341677

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