T-learning in Times of Transition Towards a Sustainable World – Keynote held for Learning for Sustainability Scotland

I was invited to give the closing keynote of the 2020 Annual General Meeting and Networking of Learning for Sustainability Scotland. The event was held online for the first time on 12th January 2021. More than 150 members gathered to explore the theme Building Forward Better: The role of Learning for Sustainability – What role does Learning for Sustainability play in making the world a better place, and how can we make this a reality? You can find a summary of the event and link to each of the programma elements here: https://learningforsustainabilityscotland.org/2021/01/28/report-from-the-lfs-scotland-jan-dec-2020-agm/

My talk titled ‘T-learning in Times of Transition Towards a Sustainable World’ presented an ultimately hopeful perspective on the role of new forms of learning and more ecological approaches of education in overcoming global systemic dysfunction – outlining some principles, perspectives and sharing international practice. You can see the 40 minute talk introduced generously by Rehema White, here: https://media.ed.ac.uk/media/1_gcmxxtyz The talk is followed up by some responses to questions raised by the participants.

Another Timely Course in Times of COVID-19 – Climate Action: Scaling Up Your Impact


Cornell University’s Civic Ecology Lab is starting a new online course on Climate Action during a time where the topic is more urgent then ever but also, when many people, the forunate ones, are locked-down into there home environment with access to technology and lots of time on their hands. Here is the basic info. You can also go straight to their website!

Overview. Many of us want to do something about climate change, but individual actions can feel inadequate in the face of the looming crisis. In the Network Climate Action: Scaling up your Impact online course, you will learn what the latest research says about how to scale up your individual actions through your social networks. You will choose a greenhouse gas mitigation action you take yourself and apply social influence research to persuade your family, friends, social media followers, or other social network to also take that action. You will be part of a unique online community that is applying innovative, exciting, and evidence-based approaches to fight climate change!

Participants. Environment, climate, and education professionals, volunteers, university students, or other climate concerned citizen from any country. Discussions will be in English. This is NOT a course about climate science, but rather about how you can take effective action to help address the climate crisis.

Cost. $60 fee. Most participants pay this fee.

Options available to pay a higher fee ($120) to sponsor another student, or pay a lower or no fee if you are unable to pay or live in countries without internationally accepted payment systems (e.g., Afghanistan, Iran).

Educational approach. The course is based on two principles: (1) Learning is social: participants learn by discussing ideas and sharing resources; (2) Learning should lead to action: participants will apply course content to implementing a climate action of their choice and by persuading one of their social networks to take that action alongside them.

Technology. Edge edX for readings, pre-recorded lectures, and discussion questions (asynchronous). We will also use Facebook and WhatsApp for optional informal discussions and sharing. We will host one webinar each week (Thursdays 8am NY time) and one “office hours” webinar for participants to ask questions each week (Wednesdays 8am NY time). Webinars will be recorded if participants are unable to attend in person.

Certificates. Participants who complete the course are awarded a Cornell University certificate (PDF). Weekly assignments include lectures, readings, and discussion questions. Participants are required to participate in a minimum of one course webinar in person or by watching the recorded webinar. Required course project is a one-page report on the climate action you took with your network.

Learning outcomes. Participants will:

  1. Describe the feasibility and effectiveness of actions to mitigate greenhouse gases across different countries and contexts.

  2. Implement an action to reduce greenhouse gases themselves and among their social network.

  3. Critically reflect on the results of their network climate action and write a one-page report of their action and reflections.

  4. Participate actively in a global online community of climate-concerned citizens.

Topics. Topics. Week 1: Climate Solutions to reduce greenhouse gas emissions from www.drawdown.org. Week 2: Social Networks and spread of climate behaviors; Week 3: Social Mobilization; Week 4: Social Norms; Week 5: Social Marketing and Social Media.

Work load. 5 weeks (4-5 hours of work per week). Throughout the course, you will be working on your network climate action. During the last week, you will complete and submit a final report on your project to persuade one of your social networks to take a climate action.

Dates. April 7 – May 12, 2020. Assignments must be completed no later than May 19, 2020.

Instructors. An experienced and dynamic team from Cornell University Civic Ecology Lab: Marianne Krasny (Professor), Alex Kudryavtsev (Research Associate), Yue Li (Research Associate), Kim Snyder (Course Administrator), Melanie Quinones Santiago (Spanish language assistant), Wanying Wu (Chinese language assistant), plus 10 Chinese language teaching assistants.

Webinar Schedule. We provide two weekly webinars. You can watch them live or the recorded version.

Wednesdays, 8am NY time, “Office Hours” question/answer with instructor Marianne Krasny

          8, 15, 22, and 29 April, 6 May

Thursdays, 8am NY time, Plant-rich Diet: Persuading family and friends (This webinar series also open to the public

         26 March: Where’s the beet? How diet is a climate game changer; Jennifer Wilkins, Syracuse University

        2 April: Harnessing Peer Pressure to Parry the Climate Threat; Robert H Frank, Cornell University

         9 April: Menus of Change: Bringing the principles of health and wellness to life; Brendan Walsh,

                      Culinary Institute  of America

        16 April: Sustainable Diets and the EAT Lancet Report; Elizabeth Fox, Cornell University

        23 April: Cornell Dining: Menus of Change principles reflected in our culinary program;

                        Lisa Zehr and Michelle Nardi, Cornell University

        30 April: How Climate Behaviors Spread in Networks; Damon Centola, University of Pennsylvania

        7 May: “Sustainable Tapas” Project: Complex behaviors and social mobilization approaches to climate action;

                       Fátima Delgado, Universitat Politècnica de Catalunya

Grassroots to Global Broader Impacts of Civic Ecology


Together with my former PhD-student, friend and colleague in the T-Learning project (www.transgressivelearning.org)  Martha Chaves I co-authored a chapter on the Nature of Transformative Learning for Social-Ecological Sustainability for this new book edited by Cornell University colleague Marianne Krasny. The vignette from the publisher’s webpage featuring the book states:

Addressing participatory, transdisciplinary approaches to local stewardship of the environment, Grassroots to Global features scholars and stewards exploring the broad impacts of civic engagement with the environment.

Chapters focus on questions that include: How might faith-based institutions in Chicago expand the work of church-community gardens? How do volunteer “nature cleaners” in Tehran attempt to change Iranian social norms? How does an international community in Baltimore engage local people in nature restoration while fostering social equity? How does a child in an impoverished coal mining region become a local and national leader in abandoned mine restoration? And can a loose coalition that transforms blighted areas in Indian cities into pocket parks become a social movement? From the findings of the authors’ diverse case studies, editor Marianne Krasny provides a way to help readers understand the greater implications of civic ecology practices through the lens of multiple disciplines.

Aniruddha Abhyankar, Martha Chaves, Louise Chawla, Dennis Chestnut, Nancy Chikaraishi, Zahra Golshani, Lance Gunderson, Keith E. Hedges, Robert E. Hughes, Rebecca Jordan, Karim-Aly Kassam, Laurel Kearns, Marianne E. Krasny, Veronica Kyle, David Maddox, Mila Kellen Marshall, Elizabeth Whiting Pierce, Rosalba Lopez Ramirez, Michael Sarbanes, Philip Silva, Traci Sooter, Erika S. Svendsen, Keith G. Tidball, Arjen E. J. Wals, Rebecca Salminen Witt, Jill Wrigley

Here’s a link to Grassroots to Local

New book – Sustainability Science: Key issues



SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

Moving from Citizen Science to Civic Science in Tackling Wicked Conservation Issues


(note the cover page above is not the one of the current issue).

Together with good friends and colleagues, Justin Dillon and Bob Stevenson I was given the opportunity to edit a Special Section for one of the key journals in the field of Biology and Nature Conservation – ‘Conservation Biology’ – on Citizen Science.

We were invited to do so shortly after our paper on using sustainability and citizen science as a bridge between science education and environmental education that was published in Science (see: ScienceWalsetall2014) well over a year ago. In the paper we use a heuristic that Bob Jickling and myself developed a while ago to position different strands of citizen science – from more science-driven ones to more policy-driven ones to more transition-driven ones. The later strands we refer to as CIVIC Science, rather than Citizen Science. The Special Section included 11 interesting papers from authors and places from around the world. What is clear is that the Civic Science, transition-driven strands are rare but represent a very important niche that is likely to grow in the years to come. Here’s the link:


Some of the papers are open-access for all to down-load – but some you may need to pay for or get through your library. Our introductory paper presently is not listed as open-access but we trust that the publisher Wiley will make this open-access shortly. UPDATE: WILEY HAS DONE SO NOW! YOU CAN DOWNLOAD THE PDF FOR FREE NOW FOR PERSONAL USE.

Feel free to share with interested colleagues – also those working in conservation.