The Call for Educational Transformation

What we mean by Regeneration and Thrivability

Regeneration is the act of healing, improving, and enhancing a place, system, or relationship with the healthy flows and thrivable conditions for life. Life as a whole, and most natural living systems and organisms, are regenerative by design and in behaviour. Yet our dominant economic systems are decoupled from these regenerative operating principles, as such creating impacts that are not regenerative, and thus also not sustainable. Regeneration is an unfolding dynamic process and a journey that reconnects our humanity with the larger web of life and the universe.

Summary of the 7 Transformative Learning Perspectives

These seven transformative perspectives can be applied to curriculum redesign, as part of transformative learning conversations, and most importantly for creating the learning spaces that invite reflection and inquiry through which emerge new levels and ways of understanding and action.

Source: r3.0 Educational Transformation Blueprint (BP9)
  • Provides essential conditions and attractors for transformative learning and for inspiring our personal and societal development towards regeneration and thrivability.
  • Provides necessary foundations for developing our ecological literacies and ecosystemic capacities for regeneration and thrivability.
  • Provides necessary foundations for developing our future literacies and imaginal capacities for regeneration and thrivability.
  • Provides necessary foundations for developing our agency capacities for stewarding regeneration and thrivability.
  • Provides essential inquiries for developing our digital literacies, connective capacities, and regenerative feedback systems for creating thrivable learning systems.
  • Provide necessary foundations for developing conscious communication, depth perception, and sense-making capacities and for becoming the story creators for regeneration and thrivability.
  • Provides the necessary foundations for developing community based global consciousness that is life centered and future inspired, as well as for the development of collaborative capacities to become caretakers and stewards of our commons — our world and future.

The Why of Educational Transformation

This is a critical time to be alive on Earth where our actions and inactions have far-reaching consequences for decades to come. Now more than ever we need to develop our collaborative learning capacities and push the edge of what education can become.

  • How does what we learn and how we learn catalyze the required personal as well as collective transformations of our assumptions, habits, attitudes, and actions
  • And how does formal and informal education support and preparepeople to access and develop their future potentials of a new kind of civilization that is life-centered and ecological by design?
  • Is education inviting us to explore what it means to consciously influence how we evolve as a species during this time of unprecedented changes?
  1. Is the future possibility of a regenerative and thrivable world sufficiently appealing and realizable for engaging people on a personal and collective learning journey for regeneration and thrivability?
  2. How can education become an attractor and enabling condition for the inner and outer shifts towards regeneration and thriving?
  3. What are we teaching new learners about the ways of life on planet Earth and the modus operandi for their and our success and wellbeing?

The Purpose of Education

We hold the view that the core purpose of education is to facilitate our human development as a regenerative and future creative process of life, by:

  1. Developing our awareness, understanding, and capacities for regeneration and thrivability.
  2. Honouring the earth as the home we share and by learning from the feedback of life.
  3. Becoming the systems, cultures, and civilizations for a thrivable world and future.

Exploring the Enabling Role of Education

Education that enables the required transformative learning of self, community, and society also requires narratives that can engage this process. Words such as interdependence, right relationship, stewardship, collective responsibility, planetary boundaries, ecosystemic health, wisdom, unity in diversity, and inclusiveness are starting to emerge in education curricula. Especially in educational programs that nurture a spiritual appreciation of nature, and include practices for imagination, art, play, and creativity.

Corona Lessons and Impacts on Education

The coronavirus pandemic has impacted each of our lives and continues to do so. It has also impacted on educational opportunities for so many learners around the world. While some students were fortunate to have access to distance learning, many did not, which has taken the digital divide to whole new levels. Especially for learners with disabilities and developmental challenges, the impact of this coronavirus crisis is felt most severely. The coronavirus crisis is far from over and also reveals deeper learning issues that go to the root of our sustainability crisis, such as:

  1. Collective commitment — The issues at hand require collective commitments towards our shared responsibilities for resolving the multiple challenges we are faced with, and with awareness and responsibility for how this impacts the most vulnerable.
  2. Cooperative innovation — Finding lasting cures for all people is the only solution, not merely for a subset of a few. Long-term cooperation and a collaborative focus are required; especially within the business and investment community. Economizing life by prioritizing short-term economic gains over systemic health and wellbeing is symptomatic of the root causes of our sustainability crises.
  3. Transformation embraces uncertainty — A crisis always brings uncertainty, the question is how we can work with this uncertainty to let go of old habits, embracing the unknown, and make space for the emergence of new possibilities through trial and error and experimentation. Seeking to secure or eliminate perceived threats limits our transformative capacities and blocks learning.
  4. Future preparedness begins now — The COVID pandemic reveals how unprepared we are to resolve the much greater crises of runaway climate change and irreversible biodiversity loss. Until we develop the required capacities for becoming ‘future-creative’, the default learning pattern will be one of learning by crisis rather than learning how to avoid creating crises.



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r3.0 is a pre-competitive & market-making non-profit delivering groundbreaking Blueprints, Transformation Journeys and Conferences for system value creation.