The 5 Cornerstone Projects in CUHRE
WHAT CAN WE LEARN IN GARDENS? It is essential to find a more sustainable way of cultivation that benefits both human and non-human organisms. Can experiences from Denmark's many gardens serve as a foundation for new teaching methods?
HOW DO WE DISCUSS WILD NATURE? Rewilding is a method to create better conditions for biodiversity and climate neutrality. It's also a topic that Danes can almost argue about. How do we create a didactics that allows for a more constructive and eco-educational discussion of rewilding?
CAN WE PLAY WITH CLIMATE CATASTROPHES? First, we had sci-fi, now we have cli-fi; climate fiction. The idea here is to use role-playing to fantasize and dream about the future in a way that can motivate and inspire young people to a more constructive view of the future.
WHAT CAN WE LEARN ABOUT OURSELVES BY READING COASTAL LITERATURE? Climate change hits us especially hard at the coasts because there is a special contact zone between land and sea. Literature is an archive full of past and future coastal practices that have either worked or not worked, bearing witness to some fundamental understandings of nature and perceptions of humanity's place in the world, which in many cases are problematic but also in some cases quite visionary and sustainable.
WHAT SHOULD CHILDREN AND YOUTH LEARN? What educational materials can CUHRE develop to support students and teachers in eco-education so that students not only think sustainably while in school but also in all other contexts where they can contribute to decisions about our common future.
WHAT CAN WE LEARN IN GARDENS? It is essential to find a more sustainable way of cultivation that benefits both human and non-human organisms. Can experiences from Denmark's many gardens serve as a foundation for new teaching methods?
HOW DO WE DISCUSS WILD NATURE? Rewilding is a method to create better conditions for biodiversity and climate neutrality. It's also a topic that Danes can almost argue about. How do we create a didactics that allows for a more constructive and eco-educational discussion of rewilding?
CAN WE PLAY WITH CLIMATE CATASTROPHES? First, we had sci-fi, now we have cli-fi; climate fiction. The idea here is to use role-playing to fantasize and dream about the future in a way that can motivate and inspire young people to a more constructive view of the future.
WHAT CAN WE LEARN ABOUT OURSELVES BY READING COASTAL LITERATURE? Climate change hits us especially hard at the coasts because there is a special contact zone between land and sea. Literature is an archive full of past and future coastal practices that have either worked or not worked, bearing witness to some fundamental understandings of nature and perceptions of humanity's place in the world, which in many cases are problematic but also in some cases quite visionary and sustainable.
WHAT SHOULD CHILDREN AND YOUTH LEARN? What educational materials can CUHRE develop to support students and teachers in eco-education so that students not only think sustainably while in school but also in all other contexts where they can contribute to decisions about our common future.