Abstract
Aim
This paper presents first results from the research project Voices of Nature, which in-vestiga-tes how micro-methods of teaching in, with, and for nature can contribute to education under Anthropocene conditions (Paulsen, Jagodzinski and Hawke, 2022).
Background
Micro-methods are conceived as small, situated practices that may generate kaleidoscopic changes in how teaching is enacted, opening possibilities for socio-cultural and ecological transformation (Brückner & Paulsen, 2025; Paulsen, Illeris & Reato, 2025). Drawing on Jane Bennett’s notion of minor experiences—moments of enchantment that nurture attachments to life and love for the world, yet are often suppressed in mainstream techno-bureaucratic
education (Bennett, 2001; Roy, 2003)—the project explores how such moments can be artfully cultivated as uneasy combinations of artifice and spontaneity, in order to foster responsive-ness, responsibility, and care for the more-than-human world.
Methods
The project is carried out as collaborative research with teachers and students in Danish schools. Methodologically, it draws on post-qualitative and posthuman approaches, in par-ticular the idea of posthuman research playspaces (Rousell & Cutter-Mackenzie-Knowles, 2022), where experimental and relational practices are co-developed, applied, and reflected upon.
Results
Early findings indicate both pedagogical possibilities and dilemmas when education is re-ima-gined as a site for micro-political care. Examples of micro-methods show how teaching in/ with/for nature can create openings for students to engage with ecological responsibility in everyday learning.
Conclusion
The argument advanced is that the ecological crisis demands radically different kinds of education, grounded in experimental, collective practice. Linking micro-level actions with broader political and ecological challenges, the paper invites dialogue on how early and
school-based education can contribute to sustainability transitions while navigating tensions between science, participation, and care.
References
Bennett, J. (2001). The enchantment of modern life: Attachments, crossings, and ethics. Prin-ceton University Press.
Brückner, M., & Paulsen, M. (2025). Tracing care for life: An experimental wayfaring prac-tice. In Paradise lost?: Philosophical narratives for and in sustainability education. Spring-er. Paulsen, M., Illeris, H., & Reato, T. (2025). Wilding pedagogy with nature writings, propo-siti-ons and minor experiences: twisting with more-than-humans towards life-friendly edu-cation. Australian Journal of Environmental Education, 41(2), 338–354. https://doi.org/10.1017/ aee.2025.15
Paulsen, M., Jagodzinski, J., & Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-wilding education for a new earth. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-90980-2
Rousell, D., & Cutter-Mackenzie-Knowles, A. (2022). Posthuman research playspaces: Climate child imaginaries. Routledge.
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. Peter Lang
This paper presents first results from the research project Voices of Nature, which in-vestiga-tes how micro-methods of teaching in, with, and for nature can contribute to education under Anthropocene conditions (Paulsen, Jagodzinski and Hawke, 2022).
Background
Micro-methods are conceived as small, situated practices that may generate kaleidoscopic changes in how teaching is enacted, opening possibilities for socio-cultural and ecological transformation (Brückner & Paulsen, 2025; Paulsen, Illeris & Reato, 2025). Drawing on Jane Bennett’s notion of minor experiences—moments of enchantment that nurture attachments to life and love for the world, yet are often suppressed in mainstream techno-bureaucratic
education (Bennett, 2001; Roy, 2003)—the project explores how such moments can be artfully cultivated as uneasy combinations of artifice and spontaneity, in order to foster responsive-ness, responsibility, and care for the more-than-human world.
Methods
The project is carried out as collaborative research with teachers and students in Danish schools. Methodologically, it draws on post-qualitative and posthuman approaches, in par-ticular the idea of posthuman research playspaces (Rousell & Cutter-Mackenzie-Knowles, 2022), where experimental and relational practices are co-developed, applied, and reflected upon.
Results
Early findings indicate both pedagogical possibilities and dilemmas when education is re-ima-gined as a site for micro-political care. Examples of micro-methods show how teaching in/ with/for nature can create openings for students to engage with ecological responsibility in everyday learning.
Conclusion
The argument advanced is that the ecological crisis demands radically different kinds of education, grounded in experimental, collective practice. Linking micro-level actions with broader political and ecological challenges, the paper invites dialogue on how early and
school-based education can contribute to sustainability transitions while navigating tensions between science, participation, and care.
References
Bennett, J. (2001). The enchantment of modern life: Attachments, crossings, and ethics. Prin-ceton University Press.
Brückner, M., & Paulsen, M. (2025). Tracing care for life: An experimental wayfaring prac-tice. In Paradise lost?: Philosophical narratives for and in sustainability education. Spring-er. Paulsen, M., Illeris, H., & Reato, T. (2025). Wilding pedagogy with nature writings, propo-siti-ons and minor experiences: twisting with more-than-humans towards life-friendly edu-cation. Australian Journal of Environmental Education, 41(2), 338–354. https://doi.org/10.1017/ aee.2025.15
Paulsen, M., Jagodzinski, J., & Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-wilding education for a new earth. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-90980-2
Rousell, D., & Cutter-Mackenzie-Knowles, A. (2022). Posthuman research playspaces: Climate child imaginaries. Routledge.
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. Peter Lang
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 6. nov. 2025 |
| Status | Udgivet - 6. nov. 2025 |
| Begivenhed | NAVADA Conference on Science and Sustainability in Early Childhood Education: Dialogues on Dilemmas, Participation, and Care - Copenhagen, Danmark Varighed: 7. nov. 2025 → … https://navada.dk/conference-2025/ |
Konference
| Konference | NAVADA Conference on Science and Sustainability in Early Childhood Education: Dialogues on Dilemmas, Participation, and Care |
|---|---|
| Lokation | Copenhagen |
| Land/Område | Danmark |
| Periode | 07/11/2025 → … |
| Internetadresse |
Relaterede publikationer
- 1 Kapitel i bog
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Tracing Care for Life: An Experimental Wayfaring Practice
Brückner, M. & Paulsen, M., feb. 2026, Paradise Lost? Love and Care: Narratives for and in Sustainability Education. Windsor, S., Franck, O. & Sanders, D. (red.). Springer, s. 157-178 (International Explorations in Outdoor and Environmental Education).Publikation: Kapitel i bog/rapport/konference-proceeding › Kapitel i bog › Forskning › peer review
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