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Navigating the Intersection of AI, Regenerative Education, and Assessment with Inge Rozendal

Guest Inge Rozendal, a renowned expert in assessment and didactics from the Netherlands, helps us unearth the transformative nature of regenerative education. How does it move beyond solving problems to create systemic changes and meaningful impact? Discover the importance of fostering regenerative assessment practices and how technology such as AI can play a crucial role in education. With Inge, we think through some of the potential benefits and drawbacks of technology use in the educational sphere, from global knowledge sharing to the risks of privacy and bias. Furthermore, Inge prompts us to contemplate the critical importance of teaching students to use AI responsibly and the potential of AI to enrich learning experiences.


Inge Rozendal on LinkedIn


Episode Chapters

(0:00:20) – Regenerative Education and Assessment

Inge Rosendal discusses how regenerative education focuses on systemic changes, encourages responsibility and accountability, and provides a unique perspective through assessment.

(0:09:18) – Fostering Regenerative Assessment Practices

Foster process-related assessment criteria, deal with ambiguity and uncertainty, and develop emotional intelligence in students.

(0:12:53) – Education and AI Intersection Exploration

AI in education can offer global knowledge sharing, virtual immersive classrooms, but raises issues of privacy, equity, and bias, requiring responsible use and meaningful understanding.

(0:19:18) – AI for Meaningful Discussions in Education

AI tools can enhance critical thinking, creative problem solving, and reimagine our future, but the implications of ‘change agent’ must be considered.

(0:29:35) – Promoting Regenerative Education and Hope

Fostering urgency, addressing values, prioritizing social dimensions, teaching accountability, and building community are key to creating sustainable education.

(0:37:26) – Expressing Gratitude and Encouraging Engagement

We explore social and emotional skills, assessment practices, technology, and sustainability to create an equitable learning environment.


0:00:20 – Anna

Welcome to Creative Praxis. I’m Anna Griffith, an assistant professor in the School of Creative Arts at the University of the Fraser Valley. 

0:00:27 – Kyla

And I am Kyla Mitchell-Marquis, an undergraduate honour psychology student focusing on gender and sexuality at the University of the Fraser Valley, and the research assistant for the podcast. 

0:00:37 – Anna

To begin our conversation, I would like to acknowledge that I am recording today on the lands of the Stó:lo. The Stó:lo have been caretakers of this place since time immemorial and continue to steward the lands in ways that focus on responsibility and reciprocity. As we record this, Canada is dealing with early wildfires, heatwaves and drought, and there are renewed calls to take guidance from indigenous knowledge holders on how to tend the land with a future in mind. Opening ourselves and our minds to ways of knowing that emerge from the land and the places we live is something that may resonate with our guests. Today we are joined by Inge Rosendal, who has travelled the world with her family and now calls Thailand home. 

0:01:19 – Kyla

Welcome, Inge, and thank you so much for joining us today. And before we begin our conversation, can you tell us a bit about yourself and the work that you do? 

0:01:27 – Inge

Yes, thank you very much for having me. Yeah, although I live in Thailand, I work for two universities in the Netherlands and I’m an expert in assessment. At one university, I teach teachers basically on how to assess students and also teach a bit about didactics, and at the other university, I’m the chair of the assessment committee of a faculty comprising several bachelor degrees and a master’s degree. The master is called Sustainable Business Transition and I work on innovation on didactics and assessments, which is more focused on learning now. 

0:02:02 – Kyla

That’s so fascinating. So, to begin, our first question is can you describe how you understand regenerative education and why you’ve moved away from education for sustainability or ESD? 

0:02:14 – Inge

Yeah, I think the first step was education for sustainability how we kind of became aware of what’s going on in the world, that we have all these wicked issues and climate change became a big thing. So we start focusing on mostly that part of all the wicked issues. But it is kind of focused on solving problems where regenerative education is more looking at the systematic changes that we need. It’s more of the underlying issues. It also means that we’re part of a system. I feel that we often differentiate between nature and humans where we are nature and that acknowledgement kind of disappeared in our complete educational system, getting very individualized, very much human-centered, economic-centered, where I think we need some more radical changes to kind of save ourselves in the end. So that’s why I think it was a very nice first step to become aware of all these climate issues. But now let’s dig deeper and take our responsibility and accountability as universities and then as higher education as a whole to see how we can contribute to this systematic change. 

0:03:27 – Kyla

Yeah. So what I’m hearing from you is that ESD just acknowledges that, yes, we have a problem and let’s just go forward and try to figure it out, Whereas regenerative education really acknowledges the underlying things that cause the problem. Let’s go upriver instead of just like let’s go to the end sort of situation Does that sound right? 

0:03:46 – Inge

Yes, exactly, and I think in sustainable education we look at fixing problems where regenerative practices are more about creating positive impact. And that’s what we want. We just we don’t want to continue the status quo or make it just manageable for us to survive. Now we want to give back to our planet Like it keeps us alive. Let’s keep it alive and let’s be part of this system and let’s positively impact the system rather than just take, take, take. 

0:04:22 – Anna

And do you have any examples of this, like of where you’ve seen it really successfully done, or or even just how you can maybe imagine what it could look like a really robust regenerative education? 

0:04:36 – Inge

Oh, I think we’re still trying to figure it out. I don’t think that this is something that’s happening at a lot of places yet. I see some practices here and there where I try to learn from and see how I can implement it in my program, but it’s not a widely shared opinion often, which makes it a bit difficult. Okay, I’m going to pass, let me think so. Your question is where do you see this happening? 

0:05:08 – Anna

Yeah, or do you have any examples? And even if you don’t like, what might it look like from your perspective? 

0:05:18 – Inge

Yeah, I. I think for me, the biggest issue now in education is we make it very personalized and individualistic, which is nice. You know, everyone can work towards their own learning goals and I see a big movement towards that framework, but it’s not personal anymore. So for me, I think the biggest change is to make education more personal, in terms of connected to your values and your personal goals and how you see yourself as being part of this bigger system. And we know about all these wicked issues and, within education, it’s up to us to show students that they not only can feel responsible for these issues, but also can take accountability for these issues, and so it’s more about finding that light and switch it on like, okay, you are in this world, you’re part of this world. What would be your, your, your individual role in this system? So it’s not just about you, it’s about you. What drives you, who do you want to be? And I think that’s the the easiest way I think to to get to this systematic change. 

0:06:32 – Anna

I love that. I love that your distinction between, like personalized education, which is something that we hear a lot about, versus like this personal connection, where we still do celebrate the personal interest and the spark that each one of us has and what we individually can contribute. But it’s also this personal connection to a system that we’re part of, and I feel like you’re explaining that so beautifully and I hope that that’s maybe what regenerative education could do. And I’m really curious because you, you have so much expertise in assessment and and I think that that can offer a really unique perspective to regenerative education. And also, I know that you’ve talked a lot about learning through assessment versus assessing learning, as two really different things. And so, hopefully, as we try to move to a less extractive or transactional model of education, how do you see assessment changing? And again, this is maybe a what if question, but like or what might, what might regenerative assessment look like? 

0:07:38 – Inge

yeah, yeah, I think currently, even though we want to make everything more personalized, the the assessment is still very standardized and then maybe you can differentiate a little bit and then, wow, very personalized. But if you want to make it personal, we also have to trust students, right, and we have to test our authenticity, basically huh, so it’s giving more power to the students, which feels like a very scary thing, and I think that’s the biggest issue. We, we built these frameworks for assessment so we can do it very reliable, in a valid way, very transparent, very effective, but we kind of lost control over what’s the meaning behind it, what we actually want, want to assess. For instance, if we talk about assessment of learning and to learn from assessment. As a teacher, you want to know at the end of the course not only that a student knows these things, but also that the student learned something in your course, right, but somehow we kind of lost track of that and we just teach, teach, teach and we do the assessment. 

They’re like, wow, they learn so much. How can you tell? So it’s focusing way more on getting into these meaningful dialogues with students on their learning, reflecting on their personal growth. What do you want to get out of it. How can we get you there? Which asks for us to loosen up some of those frameworks but also trust our own expertise to to move students to learn on the path that suits them, which is very scary, but it’s definitely doable, and I think that that’s the foundation of um. 

0:09:18 – Kyla

Regenerative assessment is letting go of some of those control issues that we that we’re currently facing and let students bloom and let students be the the the highlight of their assessment, rather than the assessment criteria as someone who’s a student I think that was this this speaks to me because I think I mean just speaking from you know, post the secondary education, going into higher education, it’s this idea that just give me the answer. Just like, what do I need to get the answer? I’m just gonna study. And it’s like rote learning and like, admittedly, in some of my first year courses it was just I’m gonna retain it as much as I need to retain and I’m gonna regurgitate it and I’m gonna move on. And it wasn’t until like probably the last like year or so where I’ve had a lot more professors doing reflective work and doing like constantly engaging with their work and not just taking the information and putting it back out, and with that you’re making this like personal connection to it. 

0:10:14 – Inge

So I hope this continues from a student perspective yeah, and especially if we look at the wicked issues, like they’re so complex and we don’t know how to solve them right. That’s the whole point where we, as teachers, often want to know the endpoint of the student, but if we are doing the real meaningful work here, we don’t know the outcome and that’s why the magic happens. But it, yeah, it needs to loosen us up, which is 100 doable by making that. For instance, if we want to make it very quick, very concrete, if we talk about assessment criteria, don’t make them outcome related, but focus them on a process. So how did you iterate as a group? How did you find each other, what gifts did everyone bring and how did you find synergy in that? So it becomes more of a process related or emphasized assessment than just output. 

0:11:11 – Anna

And I think a lot about kind of future is teaching and, as you said, like the world is facing such complex problems that just run across disciplines and hierarchies, and so one of the kind of capacities I don’t even know if you can call it that but one of the things that I think about when I’m teaching recently is the fact that we all need to be able to embrace a little bit of ambiguity and uncertainty and figure out ways to manage that right, the emotional currents that run through it, just the overwhelm that can happen. 

And so I think, in the ways that you’re describing these alternative ways of assessing process and groups and the gifts people bring, I think that’s a much more viable thing to be fostering in our students rather than, as Kaila was saying, like just the one right answer and then the course ends and you have the knowledge and you tie a bow around it and you’re done. 

And one of the things that I’ve been exploring for a number of years in my work is having students the students always reflect on their work, about their strengths and what still needed work, what they’re taking forward into the next assignment, but also asking students to really assess their own learning, even in terms of grades, like what did their work, that they’ve done, the labor that they put into this, what does that signify to them in a number? And that’s sort of my work around too, because I still have to teach within a standardized system where we need a grade at the end, but it feels a little bit more dialogic that way. Do you have any other recommendations of how we can foster more regenerative assessment practices? 

0:12:49 – Inge

Yeah, what I often see I love all your ideas, by the way. Awesome that you’re already doing that but what I often see, though, is that teachers, they do all the parts of the curriculum and they feel that they’re building towards this professional. So you need all these contents to be a good professional, and then there’s some reflection. But then I ask them but what makes your student tick? And then, often, people can’t answer it and there’s no time for it. Well, I think this is the essence you are here with people, not just with students that will have to master everything we’re doing here. No, you’re talking to people that have passions, visions, values, and how does the course material resonate with whom they are? And if you have that meaning conversation in every course, students will become more aware of that as well. So, rather of kind of molding them into these professionals, they will actually become their own identities in the process as well, personal and professionally. So I think that is the nice combination. Just make that connection to OK, how could you use this as a human being? 

0:14:09 – Kyla

Yes, that’s so fascinating as well, and I think what comes to mind as a student is I think so many students lack this self-trust or even this idea that we could possibly have the answers, or even not necessarily know more than the professor, but could bring something into the classroom, into the course, that could fuel the conversation with everybody, and even you mentioned a human. That actually goes really nicely into our next question is we’re in this state of emerging technologies such as AI, In this sense of? Yes, of course we need to blossom these individualities and the individual passions and values, but then I guess my question is how do you see technology such as AI interfacing with these types of assessments, but interfacing with the trend of education in general? 

0:14:59 – Inge

Yeah, I’m actually a big fan of what’s happening now when we talk about machine learning and the algorithms. 

If we use it wisely, I must add it can have major impacts in education. For instance, when we talk about global knowledge sharing, we can share educational resources and we can find each other easier all across the world when we have shared interests and share our knowledge. I see that as one big advantage, also for students. We can have social collaboration based on shared interests and goals, because, especially if we talk about the wicked issues, it’s so nice to have all these different point of views from different parts of the world and bring them together collectively and see how we can learn from that. 

Also, virtual immersive classrooms could be amazing for students to work in. And well, since we talk about students from all around the world, we can also use some real-time language translations in the process as well, so students will be able to talk with each other. So all of that, I think, brings a lot of opportunities. Apart from that, of course, giving feedback, instant feedback, a lot of resources we have to write at the fingertips, on our keyboard. But it is important to recognize that AI can raise some concerns as well, especially regarding privacy, equity and bias. So I do think, especially us as lecturers, we have a responsibility as well to ensure that we mitigate rather than exacerbate existing biases and inequalities using these AI tools. 

0:16:58 – Anna

Yeah, and I’m gonna fall, I don’t know. 

I’m so curious about this moment and so I agree with everything that you’re saying, like there’s so many positive dimensions to emerging technologies and AI specifically, and then, as you said, like there’s bias built into it, it can exacerbate existing inequities, and I think that’s really, really important, in addition to the kind of role that faculty or educators play in really helping to steward students through how to use it, when to use it, the kind of the limits that exist right now, and so, and I’m excited to kind of experiment with that in my own classrooms. 

But one of the things that makes me think of those, that what you said earlier about kind of the meaning part of knowing and understanding as different from like this knowledge, because it seems like AI has lots of really quick access to the internet and all the knowledge that can be at your fingertips, but that’s different than meaning and understanding. And so can you talk a little bit maybe about the difference that you see there? And, yeah, I guess the difference, I guess maybe between I don’t even know what my question is, but like knowledge and then really deep understanding that’s meaningful to you or like to the student, yeah, oh yeah, that’s a interesting and hard question at the same time, because I see a lot of people freaking out over chat GPT, for instance. 

0:18:34 – Inge

It’s going to disrupt our assessment practices as a whole, but I think we as educators should embrace it because indeed, you will have to give meaning to it as a person. So this is where the people come in. But I do think that it gives us such a large amount of information, a starting point, and if you learn how to prompt well into tools like these, it gives you so much information. It enriches assignments and learning experiences so much. But then, yeah, it’s up to the students, to people, to prompt it well and to find the right information to get to a meaningful answer to a question. So that’s one way where AI can help with that. 

Another one is, as I mentioned before, I see AI as a tool to bring people together so they can have the meaningful conversations, and then maybe you can read up on things first by using a tool like chat GPT, but then have a meaningful discussion about what does this mean and how can we use this in this situation? Do we agree with what it just gave me or do we see different uses, because chat GPT is a lot of things, but it’s not the best creative tool, although it can help you in your creative process. So it’s also for us to learn how to use these tools to to enhance the critical thinking skills and the creative problem solving skills by embracing these tools. 

0:20:08 – Anna

Yeah, I agree with you completely. 

0:20:11 – Kyla

Go ahead. Yeah, no, I was going to say the exact same thing. I think you were the first people who you spoke to to immediately say these are the benefits of it, and I think, when Anne and I have been discussing it, it’s just like there’s a lot of fear and anxiety around it. I think there’s this apprehensiveness about it becoming a replacement tool, and I think what’s fascinating about all technology is that here’s the original intention behind it, but we actually have no idea how it’s going to proliferate and continue and whatnot. And I love this optimism of it using it as an enhancement tool instead of a replacement tool. 

I’m sure, as soon as Google came out and Wikipedia came out, I’m sure professors and educators had the same anxiety coming up. It’s like, oh my God. But then you adjust and you readjust and I think we’re all learning in real time and so, yeah, I like the idea of here are the positive things we can do with it, but here are its limitations, because it doesn’t have that meaningful human aspect to it and it’s maybe it’ll replace it someday, but yeah, I don’t know. We’re still learning. We’re still learning about it. I figured it out. 

0:21:15 – Inge

Yeah, and it’s interesting, right, because a lot of teachers still put a lot of emphasis on content, even with Wikipedia and Google bringing into this world, still like this knowledge base. Knowledge base and I think JetGPT is pushing us to our borders Like this really has to go and it makes us rethink. So what skills do we actually need in this world? And that’s what I love about it, because it’s in line with what we need for regenerative worlds to push us to make ourselves not being replaceable. 

0:21:51 – Anna

One of the things that I’m so drawn to about regenerative education is that, as you said kind of earlier, it’s not about just maintaining the status quo. It’s not maintaining these systems that are fundamentally. They shouldn’t necessarily be maintained. And so when I think about what you said about educators being really like concerned about all this like assessment crisis, like maybe I think it’s actually a good thing that we rethink how we’re, how we are assessing what learning is, what it looks like, what teaching looks like and what, as you said, what skills do we do we need as humans right now, knowing that we have these tools available and we’re also in this moment that, as you said, it requires us to reimagine who we are in the world in a lot of ways and how we are envisioning the future, and hopefully a better future than the trajectory we’re on. And you recently wrote this really thought provoking piece about the problem of using the phrase change agent. So can you talk a little bit about why that term change agent is troubling to you and then the alternatives that you see? 

0:22:56 – Inge

Yeah, yeah. One more comment, by the way, on the use of AI tools. My biggest concern is actually the carbon footprint of AI tools. I think that’s a that’s a major concern if we talk about climate change and how to deal with that. Yeah, about the word change agents yeah, it triggers me. It keeps triggering me because I see it popping up everywhere, like, yeah, we’re going to educate change agents. What does that mean for the rest of the world? Right, so they’re like up here changing the world for the better, and we can just continue to status quo, which is not the case as collectively, you should take our responsibility and not only responsibility, also accountability to me, these to make these fundamental changes into the world. 

And I think when we, when we point to people like, okay, that’s a change agent, that’s a change agent, you give them a lot of power where there’s no power dynamic. It’s a shared, shared responsibility, and by doing so also you might limit the collective feeling of being responsible for this whole change. And also, I think that it ignores a bit of the systematic issues that we have. So the term suggests that individual actions can achieve change without addressing the systematic issues that underlie the problems where this approach can be ineffective in creating lasting change and it may overlook the need of a broader systemic solution. So I also find that a bit of an issue, and also it implies a bit of a linear process. Now we’re going to change, so we go from A to B, where it’s more of a dynamic process especially these bigger changes or evolvements they’re messy. So we go from A to B to C to D and we’re all over the place. 

So you asked me what other words can we come up with for a change agent? I’m not sure if I know any alternatives. I like the word evolve, because evolve means that you kind of have a vision and you kind of move towards this new vision. It’s continuous improvement focusing on development and adaptation. An agent yeah, I don’t know. I want to just not make people personally responsible, like just a small amount of people. It’s a collective responsibility and this is why I really dislike the names of these programs at universities, where I think it’s our responsibility to show that it’s a collective responsibility and this should be part of all programs. No matter if you’re training people to become an engineer or a baker or a hairdresser or a creative business professional. It’s our responsibility, this is part of all programs. And then we have a bachelor for change agency. We need to think unsilowed, and yet we come up with a siloed solution for unsilowed problem. For me it doesn’t make sense. 

0:26:15 – Anna

Yeah, and it’s not in line with how nature works, as you said, but nature is cyclical, it’s messy, it’s overlapping. It’s not this linear process that starts here and then you can measure when it ends and change has been created. I also really resonate with the word using of evolution, and integrating these ways of understanding into every classroom, every way of engaging with material, I think can be really powerful. 

0:26:42 – Kyla

Yeah, yeah, what comes to mind too, and I was just thinking of a scenario in which problems like this exist in nature. What you’re saying about this complexity, the messiness, and no one says to one species or one system within being like, well, you need to be the change agent that solves all these problems. And so the word change agent is very anthropocentric and we hold ourselves in such high regard as individuals, which also trickles into a very capitalist you know, very capitalist individual thinking as far as, like, I alone can make change and I alone can have all this responsibility to change the world. And really, you’re right, it is a collective issue. 

0:27:24 – Anna

Really yeah, and it takes the responsibility of everybody else, because if you see someone over there who’s the change agent, then that means I actually don’t need to do anything. I don’t even really need to engage because the change agent is going to make all the change. 

Yes, exactly, yeah, yeah. So I really like this thread of this personal connection to change as something we are all part of and can constantly work toward. So I have a question I think I’m kind of stealing Kyla’s question, but you’ve kind of alluded to some of this but what obstacles do you see to adopting, like, a more regenerative approach to education, and how do you think that we can collectively move past that? 

0:28:12 – Inge

Yeah, I think this is where it becomes very complex, right, because we’re in a time crunch, at least on a climate change level. So for me, change doesn’t come fast enough, and I think the biggest issue is that currently, we prioritize individual achievement and competition over collaboration and community building. Plus, we live in a very siloed world and we work in very highly siloed universities. Of course, there’s some that do it differently, but most of us work very siloed. So we’re all on our small islands and often contribute to our economical models, and I think that’s the scary part. We don’t know the new economic models just yet, where the foundation is multiple value creation. But what does it look like? And how can we still go on our holidays and buy the car that you want? These are the troubles that people see for themselves. We still haven’t figured it out yet. So, to make the movement towards these newer models while not knowing what they will look like, it’s very scary to change your curriculum because we want to know the outcome. We’re very outcome oriented, so I think we need to let that go a little bit, which is challenging, to say the least. Also, in education, we make it very efficient how we prioritize standardization, competition, individual achievement, as said, over community building and collaboration and sustainability, and we also need to change that mindset, which will take quite a long period of time, I believe. 

But I see more and more initiatives where people start creating opportunities for dialogue and collaboration and shared learning, which is a good thing. But it’s also on a personal level that I often see that people still don’t see the value of this or they don’t know about regenerative practices. People are still in the sustainability mindset, but I also see that some people become a bit sustainability tired. I have some tiredness in there. It’s like, ah, they have her again, the left-wing person talking about climate change. We know, let’s get back to work. So this sense of urgency and need will have to be felt by people as well, and I think addressing people’s values within universities as well and finding like-minded people and starting groups as lecturers as well, to see how can we implement these changes in our own courses and then maybe in our curricula and then within universities as a whole, is the way to go. So we start small and then hopefully it will grow bigger and bigger. 

0:31:09 – Kyla

Well, what comes to mind with that is what you just said about. 

It just sounds like it’s this like vicious cycle of it is urgent and people know it’s urgent, and people know it’s urgent because we’re talking about it and we’re talking about it and we’re talking about it because it’s such a pressing issue. 

But then there’s fatigue where it’s like, stop talking about it or I’m going to ignore it or I’m just going to, like, go back into my bubble and try to plan my trips and try to live the same way. But then things like wildfires happen, things like drought happen, things like that impact us so viscerally and then we wake up again. But it’s like this constant cycle of like, yes, I’m aware of it and I see it, but it’s too much and I need to power again. And as someone I have studied a little bit in environmental psychology and it’s so tough and it’s like I agree with you in terms of a mindset shift needs to happen, but even I’m so unsure about like, what, what actually needs to happen, and us, for us to like get slapped in the face with it, to be like, and by that point, is it going to be too late? It’s interesting to consider. 

0:32:11 – Inge

Yeah, and I think that’s why it’s so important that, not just in higher education, but also starting at an elementary school level, that kids learn that they’re part of a system and that they have impact on the system, even like in in tiny ways, right, they can have impact and if you grow that mindset from early on age, then when they get to higher education and you show them how they can be accountable and how they can be held accountable for these tiny, systematic changes that they can make, you can actually feel worthy and contributing where now I think indeed, as you stated, kyla, a lot of students feel overwhelmed, there’s a lot of anxiety and they feel not being in control and they don’t know what they can do to to contribute, because it kind of feels like then you have to be this change agent, right, that has to save the world, which not one person can do. So how can you include this in your complete education to see how you can ensure that every student sees this and then gives them some, some accountability? 

0:33:21 – Anna

One of the things that’s coming up as I’m hearing you speak about this and reminded, like when you first started talking about, like why you’ve moved away from education for sustainability and just this focus on climate change. Right, it is really urgent and dire and, yes, we need to recognize what’s going on and feel it. But if we only focus on that and we kind of distance ourselves from all of the other social dimensions of the crises that we’re in, I’m thinking a lot about, like the mental health crisis and this kind of need for connection, like we feel this, we can, we talk about it, we, and so I think maybe also one of the ways that we can maybe make some more changes if we expand what we’re looking at and start to think about the ways that we long for connection. The mental health crisis that you know globally, I think we’re all going through as well, and again, it’s maybe looking at more dimensions of the systems that we’re part of. But I think there might be something there. 

0:34:21 – Inge

Yeah, I completely agree because I feel the same as you. I see the same as you as well. In students there’s a lot of anxiety, a lot of depression and they want to have these connections. But there we are teaching them to be very individualistic. So if you make that the backbone of your education, like hey, we need each other, we learn from each other and we support each other to move to a better future for all living things not just humans, but for all living things I think that would take some of the depression and anxiety away as well, because I think, also for mental health, it’s important that you feel that you have a purpose in life, that you know who you are in this world, and if you are supported in exploring that from an early age on, I think that would help as well. 

0:35:24 – Kyla

Yeah, and trying to just from what I’m hearing but from our conversation is trying to tread lightly between like, absolutely, we need to have this purpose and our individual values in this world, but also not feeling like you were solely responsible for taking it on a purpose like a communal purpose, a reciprocal purpose in this world absolutely. So before we wrap up today, is there anything else from our discussion that we didn’t touch on that you think is really important to the conversation around regenerative education? I have to think. 

0:35:53 – Inge

I think we touched upon everything. I think it was very nice and meaningful conversation. 

0:35:59 – Kyla

Thank you, yes, okay. So last question we ask our guest is in the work that you do, what gives you hope? 

0:36:06 – Inge

I’m very happy, actually, with LinkedIn to see that there’s so many people across the world in so many different jobs working on similar topics and giving meaning to these topics in their different professions, so that gives me a lot of hope. I also joined quite a few regenerative groups. Also at my university there’s a sustainability and regenerative group where lecturers actively share their materials and their ideas. So there’s a lot of things popping up and for me it gives hope to. For me it gives hope to to join these initiatives and to join in on these conversations. And what gives me most hope is my students. When I look at my students, they have hope and they have ideas and they have this force of nature on them that we can embrace and use if we support them in the right way. So I’m very happy to see that they’re very dedicated and even when we don’t often teach them about their values, for some of them it’s so deep and it’s so clear and vocal, which is a hopeful message for me as well. 

0:37:22 – Anna

That’s so energizing and I am very hopeful. Thank you so much for sharing your expertise and your perspectives with us today. 

0:37:32 – Inge

Thank you very much for having us, having me. Thank you. 

0:37:39 – Anna

You can find our guests’ contact information and any resources they mentioned in the show notes for the episode. If you want to stay connected with us or learn more about our work, visit my website, There you’ll find additional resources and ways to contact us directly. We would love to hear from you, so if you have any feedback, suggestions or topics you’d like us to explore in future episodes, don’t hesitate to reach out. The Creative Praxis podcast is produced by me, Anna Griffith with support from Kyla Mitchell-Marquis. Sound editing is done by Brendon George, with music from Wattaboy on Pixabay.

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