Author:
Green Steps
Short summary:
On Sunday, April 26, student representatives from Lower Austria will convene as the “Parliament of the Wilderness” to discuss 11 legislative proposals submitted in advance by civic initiatives. Green Steps has submitted a proposal titled “Human Re-wilding,” which aims to transform the education system and is addressed to the Lower Austrian Department of Education.
On Sunday, April 26, student representatives from Lower Austria will convene as the Wilderness Parliament to discuss 11 legislative proposals submitted in advance by civic initiatives.
Green Steps has submitted a proposal titled “Human Re-wilding,” which aims to transform the education system and is addressed to the Lower Austrian Department of Education.
Join the Wilderness Parliament: https://www.museumnoe.at/de/programm/parlament-der-wildnis/61371
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Request:
The Wilderness Parliament calls on the Lower Austrian Department of Education to shift teaching increasingly toward project-based learning in the school environment and to empower students to help shape their home communities.
Background:
Industrial education systems worldwide produce a single cultural product: Homo economicus. This reduced “cultural biodiversity” leads to the widespread belief that humans are not part of nature, but rather are permitted to dominate and exploit it—and it also ignores different learning styles.
The ongoing loss of natural biodiversity, along with a lack of joy in learning, rampant mental illness, and the loss of divergent thinking, is a direct consequence of industrial education and is described under the umbrella term “nature deficit disorder.”
Where does the problem lie?
1. School information systems (SIS) and teacher training exacerbate “nature deficit disorder” by planning and implementing subject-specific and siloed learning indoors.
2. As a result, learning remains mostly abstract and detached from local reality, which leads to disinterest among students, a sense of meaninglessness, and consequently often to poor grades or mental health issues. Many teachers suffer from this problem to the same extent and either quit or stop inspiring their students.
3. AI is transforming learning and work and requires a shift from abstract national curricula to concrete, place- and person-based curricula that set local priorities for action.
4. In countries with a high proportion of students from immigrant backgrounds, education authorities are failing to create a new common ground that encompasses a shared language, a sense of belonging, and responsibility across linguistic, cultural, and religious differences.
What does the change entail?
The change can be summarized in two sentences.
1. It doesn’t matter where someone comes from, but where we are going together.
2. It takes a whole village to raise a child, not just a school and a few teachers.
In general, we expect meaningful learning and action with practical results, such as biodiversity projects planned and implemented by students, greater engagement, more joy, a drastic reduction in mental health issues, greater autonomy for schools, and more personal responsibility among students.
Continue reading:
- Knut K. Wimberger, On Nature Alienation & Nature Alignment: https://www.researchgate.net/publication/391521327_On_Nature_Alienation_Nature_Alignment
- Reconnecting to Place for Planetary Health with Daniel Christian Wahl: https://www.youtube.com/watch?v=L3zTAv-JWi0
- Knut K. Wimberger, Indigenous Stewardship vs International Diplomacy: https://www.researchgate.net/publication/366409169_Indigenous_Stewardship_vs_International_Diplomacy
- A Path Toward Holistic Adulthood with Bill Plotkin: https://www.youtube.com/watch?v=S25UKlLq5m8
- Knut K. Wimberger, On Education Crisis and Prisoner's Dilemma: https://www.researchgate.net/publication/358395949_On_Education_Crisis_and_Prisoner%27s_Dilemma
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