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  1.  32
    Educate for the Transition by Connecting Head, Heart, Body – An Educational Vision for the Anthropocene.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 25-38.
    Transition education is a major challenge to be taken up. It is not simply a question of teaching a person a specific area of ​​knowledge – in this case ecological and societal questions – but rather recognizing that individuals are built by their reflections, with their feelings and according to their experiences. None of these dimensions should be left aside if we want to promote the full development of each individual. In this sense it seems important to us to explain (...)
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  2.  25
    A Few Avenues to Support the Actors Concerned in the Transformation of Higher Education.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 211-217.
    Implementing a head-heart-body pedagogy in higher education institutions needs the mobilization of all the actors currently involved in education, to identify those who are absent today and surpass the logic that feeds on silo effects in order to support actors towards sustainable educational actions. By transforming campuses and courses, the university can thus become a learning organization where everything is about learning not only for students, but also for all actors in the university community. This chapter mentions first students, who (...)
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  3.  18
    Educational Contextualization: How Does Higher Education Face the Ecological Challenge?Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 9-24.
    To meet the ecological challenge, higher education must face many challenges: the educational offer, which is currently limited in many aspects, must evolve by renewing its methods while adapting its content. An “ecological awakening” is necessary to stimulate student awareness and action. This awakening is already present in some establishments which have transformed their educational model as well as their training in order to integrate and incarnate a more holistic vision of the world. These examples are all sources of inspiration (...)
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  4.  12
    Introduction.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 1-6.
    This introduction draws on Charles Dickens’ analysis of schooling in England during the industrial revolution to highlight the connection bethween the Anthropocene epoch we currently live in and education. While we outline points for critique, we are far from making a simple judgment. In reaction, we present the Great Transition Handbook with its systemic approach based on six gates, and we call on pedagogy to be more holistic in order to integrate all dimensions of humanity. We also clarify our understanding (...)
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  5.  12
    Three Examples of Universities Offering an Integrated Approach to Teaching the Great Transition.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 99-106.
    Some universities have set up courses relating to the systemic integration of ecological and social issues into their curricula. We are presenting two types of initiatives here: first, those that come directly from universities or higher education institutions, such as the University of Lausanne; secondly, those which emanate from small organizations created to constitute a higher education transition laboratory, linked to a university institution, as is the case of Schumacher College (United Kingdom) linked to the University of Plymouth or the (...)
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  6.  8
    Levers to Operate in Order to Practice a Transition Pedagogy.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 39-53.
    In this chapter we identify seven transversal principles which guide our pedagogical approach, and which are today widely shared by teachers. These principles also seem to us to be consistent with research in neuroscience, in particular that of Stanislas “Dehaene, Stanislas. Apprendre! les talents du cerveau, le défi des machines. Odile Jacob, Paris, (2018)” and his four pillars of learning – attention, active engagement, error and surprise signals and the consolidation of acquired knowledge – or those of Antonio “Damasio, Antonio (...)
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  7.  8
    Some Practical Tools and Methods to Carry Out Transition Pedagogy in Higher Education Institutions.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, Perrine Vandecastele & Nathanaël Wallenhorst - 2023 - In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 177-192.
    Teachers may be skeptical about the possibility of implementing transition pedagogy, as outlined in the first part of this book, given the current context of higher education. Here we synthetize therefore the pedagogical tools that we have identified in the courses offered by establishments that have practiced a transition pedagogy for a long time, as well as those being used at the Campus de la Transition since 2018. We also draw on interviews with experts and practitioners, psychologists, teachers and explorers (...)
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  8.  21
    Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education.Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.) - 2023 - Springer Verlag.
    This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such (...)
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