the biota as a pedagogy
research, development & outcomes
With a strong interest in contributing to the hitherto limited field of interdisciplinary theory coming directly from practitioners of biodesign, I found myself with an unanswered question:
What can we learn from biodesigned objects, and what can they teach us?
After an extensive and meticulous research journey, exploring familiar realms of communication and social capital, as well as uncharted territories like the laws governing the communicable, I established a strong link between successfully communicating science through biodesigned objects and the educational and societal benefits. The interest of peers and industry professionals after presenting these findings at the Biocalibrated Symposium at Central Saint Martins in 2023, as well as a still inquiring interest in the many topics that had to be left out due to constraints in the word count, gave this research not only the additional push to widen the scope but also gave birth to my final project theme: education.
The original hypothesis of the essay for the symposium was questioning what biodesigned objects can teach us; If biodesign can be more than just a tool for finding environmentally regenerative solutions but also one for successfully communicating science in alternative futures and thus creating social capital, amongst other things. The new hypothesis broadens into both micro and macro levels, seeing the living organisms, their environment, and their stories (which all constitute biodesigned objects and projects) as the teacher and how they inform holistic education for symbiotic multispecies futures around the globe.
Thus, the core theme is established: the biota as a pedagogy.
In the current climate, both atmospheric and social, traditional educational paradigms fall short in fostering future citizens of more-than-human futures. Thus, the Department for Planetary Education proudly unveils its new and novel pedagogy and the resulting school curriculum, starting with key stages 3 and 4 in the UK.
This pedagogy places the biota at its core, nurturing ecological literacy, creativity, and ethical engagement through the living organisms that make up our environments.
It takes inspiration from proven hands-on educational typologies such as constructionism, STEAM and Maker Education or forest schools and combines them with abolitionist teachings and storytelling concepts as well as data from educational studies and writings on teaching, learning and assessments.
Taking the place of fragmented subjects is a web of interconnected lessons where subjects converge around a central (local) living organism.
Through captivating storytelling, each lesson rhythmically integrates science, ethics of care, time of nature, mathematics, creativity/arts, and social sciences. With lessons building on each other, knowledge acquired in a previous year can be reapplied, adapted, and improved through age-appropriate process additions.
Situated knowledge and place-based theories allow for adapting developed lessons to a specific place, utilising local living organisms.
As all scientists, artists, and designers know, working with living organisms is far from predictable. This provides us with unique opportunities to learn and understand that something not working does not equal failing. To emphasise students' unique needs and capabilities, we must introduce learning experiences in groups so that students can build social capital and community and harness the power of peer-to-peer teachings. The assessment proposal for Planetary Education is thus as follows: Students receive a lesson passport. After each lesson, students get the lesson logo stamped into a spread, followed by a written assessment by the teacher(s) on where they could improve and what they have done well. This way, the teachers and students can keep track of developments and progress in the student's educational journey.
This allows for the gradual integration of different teaching models, continuous improvement, and inclusion of current teacher knowledge. Thus, this pedagogical approach overcomes current educational barriers, redefines student assessment, gives a voice to those previously unheard or ignored, and empowers both students and educators.
Taking inspiration from but improving upon trolleys used in STEAM and maker education and make-shift ones used in schools and universities by ambitious educators, a trolley designed to de- and redefine the educational space and opportunities within is proposed. During the whole lesson, it acts as a space for experimentation, gathering, and making of space, regardless of where it is placed. This way, a closed classroom, a garden, a greenhouse, or a forest can all become a space for learning while still providing all the tools needed. The trolley was designed and manufactured in a way that is as easy and accessible as possible, with a range of optional add-ons.
A curriculum that evolves alongside our understanding of the environment is not just futureproof—it's long overdue.
