We came from Finland, Vantaa to Bordeaux not knowing anybody.

We had spoken on-line a few times and I had been invited to the project not long ago, so I didn’t have a too clear of an idea about the project and how it is going to work.

During the kick-off week we got to know each other much better. Through varied activities we saw different sides of others and no doubt showed many details of ourselves.

We went to see places, on river Garonne and dune du Pilat. We did activities, gathering and examining samples from the water, improvisation, speaking, problem solving in an escape game. At the same time we learned about the environment and the situation of the globe and people on this globe.

Very humble. And this is why I am excited and looking forward to our next steps.

The people have brought our planet into the situation where it currently is – the climat is changing rapidly which has an impact on everything that lives. We need to start doing things very differently. There are millions and millions of people who need to understand the urgency right now.

The challenge lies in the difficulty of making a deep impact on other people’s ways of thinking and acting. Changing our and others’ values. The task is enormous. Should we do something big as human kind, us billions  on all five continents, the rich and the poor? That would not be possible, and it would not work. Instead there should be done lots of small things on community levels, on individual levels. The idea of numerous individual deeds in the right direction sounds doable and comprehensible. It gives hope, I can do something. I can speak to others and I can be an example.

On one workshop we did improvisation.

We started from our names and presented ourselves with our name and a gesture, then we called each other with the name and gesture, we trusted each other, closed our eyes and were led through the room by the other, we invented new professions and spoke for them, we wrote poems and read them to others using different voices and energies. We made different impacts on others using not just words but our bodies and our energy.

What I learned from this workshop was that words are not enough. The words need to be heard and they need to have an impact on the listener. They need to be true, credible, important. Scientists often trust in facts and hope that the truth will be seen anyway. Sadly that is not the case.

People hear what they want to hear, that we know. Our message should not be from doom’s day telling that all is lost. Because it isn’t, we can do things differently. Now we need to learn to use our voice and start changing things. Us teachers need to give tools to our students for them to learn how to think and act for their future.

People will remember and understand things that are worth noticing and that awake emotions. This needs to be remembered when we try to make a change for the better, for the sake of our planet.

I participate in the Oddience2030 kickoff meeting from the other side of the Atlantic, while partners gather in Bordeaux France, I am driving towards Pensacola, Florida USA to meet Healthy Gulf climate trainer Christian and have a dialogue around the opportunities of teaching through climate change. 

These thoughts are part of the reflection process as I listen to Christian and allow a deeper consideration of how we teach through climate change, and I am attempting to follow the place-based learning in Bordeaux via the WhatsApp project group.

Sustainable starts with the inner process of the teacher…. “bending the beam of attention toward oneself”, Otto Scharmer (MIT, U-school). 

When it comes to teaching with and through climate change as facilitators, to balance economical (financial)  considerations and ethical (social) implications as a thinking process and skill. Reimagining teaching with ethics as part of highly critical and scientific thinking if we consider “this generation will use science for everyday decision making, more than any generation before them in their everyday life choices” (Lonka,2018). 

I am also once more returning to the idea that teaching with 21st-century skills serves the vision of education for “citizens able to make democratic decisions with respect to humans and more than humans rights”.

Christian, invites a reflection on the biophilia “hypothesis suggests that humans possess an innate tendency to seek connections with nature and other forms of life”, a term proposed by Edward O. Wilson. Christian then self-inquires how “could we connect people to local, regional ecosystems? “Here, people interact a lot with fishing and hunting this is what they have been doing for generations”. My mind runs hence to the picture I added here from the teachers’ place-based learning in Bordeaux as I and Christian speak, to how teachers from different parts of the world together with the locals, experience the gulf area being changed.

Picture shared from teachers’ place-based learning, in Bordeaux Nov 2024.

Back to Christian, and Pensacola Gulf, he mentions local (adult) people interacting with the environment, and nature daily, for them, it is easy to see changes in nature, to integrate as part of climate learning, they are “good ecology students”. Yet is there a way to connect the young people, if they were born in what is called a “shifted baseline”, if you do not have a memory of how amazing the coral reef that now is 98% dead was, or how this fish used to be this big and now the impact on oneself when looking at “the downsizing”, are you going to feel and raise to the urgency? Is this a barrier to learning?

There is  the opportunity to teach with SDGs and 21st century skills, and practice integrative leadership skills as part of decision-making in the classroom, “holding both the urgency and the patience” ( Dr. Linda Hill, Harvard University).

As most of the issues will not be solved during our and young people’s human time, we have the opportunity to teach with human(e) muscle or what the UN agenda calls Inner Development Goals together with Sustainable Development Goals.

Le 13 novembre, nous avons lancé le projet ODDience2030 à Bordeaux !

Un projet exaltant que nous préparons depuis des mois, financé par l’Agence Erasmus+ France, qui a pour mission de transformer l’éducation, et développer les compétences du 21e siècle chez les lycéens autour du thème fédérateur du développement durable.

Retour en images sur cette première semaine de rencontres, dont l’objectif était de poser les bases de la coopération entre pays partenaires et expérimenter des activités autour du développement durable, réalisables avec les élèves.

• Travail collaboratif autour de la co-construction de grilles d’évaluation de compétences
• Sensibilisation à l’évolution des territoires
• Approfondissement des Objectifs de Développement Durable
• Initiation à l’improvisation
• Observation de l’évolution du littoral face aux changements climatiques
• Ateliers autour de l’interculturalité
• Présentation du programme de formation et de coaching des enseignants

5 jours intenses, riches en échanges, en émotions, et très inspirants. Chacun est reparti grandi, avec de nombreuses idées de projets à mener avec les élèves dès l’année prochaine.

Pour suivre l’aventure, abonnez-vous aux réseaux sociaux d’ODDience2030.

Votre soutien est important pour faire rayonner le projet, et augmenter son impact.

During the first meeting of the partners of the ODDience project, at Bordeaux (France) we did a lot of activities, both indoor and outdoor. The cruise on Garonne river, organized by the NGO Terre et Océan, started on a rainy day. Lots of dead wood floated down the river carried by the strong current. We aimed to reach a solitary island called Ille Nouvelle, located 40 km from Bordeaux, located after the junction of Garrone with Dordogne, in the Estuary of Gironde.

During our journey we performed several activities in the boat, such as analyzing sediments, testing water quality, learning about biodiversity and so on. The story of this island, now consecrated uniquely to nature and heritage conservation, is quite interesting. But the enthusiasm and passion in the words and eyes of the young collaborators of Terre et Océan, when they talked about the fossils and living creatures of the river and the estuary, was really moving and most inspiring.

During the first meeting of the ODDience 2030 project partners in Bordeaux (France), we carried out a series of activities, both indoors and outdoors. It was during this week that we visited the Dune du Pilat, a wonderful place of a size I couldn’t have imagined, with a height of around 110 m. The Dune impressed me with its size and immense beauty! But amidst the imposing beauty of the dune, something unexpected happened: I got lost!

The strong wind that was blowing that day enchanted me. As the group headed back, a teacher and I ended up lagging behind, completely losing track of the way back. The immensity of the scenery, where the horizon blended with the sand and the sky, awakened a feeling of grandeur and wonder.

Finally, when I met up with the group again, I brought back with me not only the memory of a moment that later became something fun and funny, but also an understanding of the immensity and beauty of that ecosystem.

C’est l’une des raisons pour lesquelles je m’investis dans des projets éducatifs européens. Ils sont une opportunité de me remettre en question, d’essayer, d’iterer. Après tout, ne sommes-nous pas, les enseignants, des chercheurs du quotidien ?

Après une année de préparation, de réunions, de rédaction, de doutes, ressentir la joie d’apprendre que notre projet a été validé est une belle récompense.

Notre équipe, exclusivement féminine, s’est soudée en quelques semaines. Des personnalités qui prennent du plaisir à chercher, construire, progresser, se tromper,  refaire, et avoir le sentiment d’avancer pour une cause.

Voilà une autre raison de me réjouir de m’être une fois de plus embarquée dans une nouvelle aventure.

C’est avec beaucoup d’excitation que j’attendais le lancement du projet avec nos partenaires. Cette semaine a tenu ses promesses, riche de découvertes, de belles rencontres et d’activités. La sortie au Pilat sur mer me laisse encore la sensation du vent et du sable sur mon visage en haut de la dune, ainsi que de la tristesse ressentie devant les résidus d’arbres carbonisés par le feu de l’été 2022.

Il est difficile de choisir le moment qui m’a le plus marquée mais curieusement, celui que je retiens n’est pas le plus agréable, mais celui qui a suscité le plus de questions et auquel je réfléchis encore : La présentation du programme de formation des enseignants.

C’est au cours de la dernière demi-journée que nous rencontrons Andreea, en visio de l’autre coté de l’atlantique. La présentation commence et je me retrouve à la place d’élève. Est-ce la fatigue qui s’est accumulée cette semaine, le moment de la journée, les explications théoriques que je dois assimiler dans une autre langue que la mienne, mais je trouve ce moment difficile et inconfortable.

Je me sens un peu perdue, et j’avoue avoir parfois décroché, car je ne m’attendais pas à ce que ce soit aussi conceptuel. Mais les idées m’interpellent.

Je comprends que les changements dans nos classes dépendront de nos propres changements intérieurs, de notre capacité à ressentir, à désapprendre et que nous pouvons nous saisir des problématiques environnementales comme une opportunité pour un enseignement différent.

J’ai retenu qu’un tiers de la population mondiale a moins de 20 ans, que notre terre n’a jamais été aussi jeune, et que cette génération sera celle prendra le plus de « décisions démocratiques pour les humains et bien plus que les humains ».

Que peut on faire pour les aider à se saisir de problèmes complexes avec une attitude positive et tournée vers l’avenir ?

Dans mes classes, je sensibilise déja autour des ODD. Comme dit Andreea « C’est bien, mais c’est pas assez » . Nous devrons explorer la partie immergée de l’iceberg pour un véritable changement de nos schémas de pensée, et ça, ce n’est pas rien.

A ce moment là, je ressens le confort dans l’inconfort …

Passer du modèle ego centrique au modèle eco centrique, je n’ai pas encore tout saisi, mais ça vaut le coup d’essayer. Démarrage du programme début 2024…

Finalement, en rédigeant ce texte, je m’aperçois que je commence à m’interroger, à explorer ma capacité à ressentir, à expérimenter la narration…  , ne serait ce pas le début de la (trans)formation ?