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Rendre la post-croissance acceptable par les imaginaires

Author

Listed:
  • Ariane Tichit

    (CERDI - Centre d'Études et de Recherches sur le Développement International - IRD - Institut de Recherche pour le Développement - CNRS - Centre National de la Recherche Scientifique - UCA - Université Clermont Auvergne)

Abstract

This contribution provides a feedback on an educational experiment conducted in the N3 Administration Economique et Sociale (AES) at the University Clermont Auvergne (UCA) during the academic year 2022-2023. It was funded as part of a project called "Soutien à la Transformation Pédagogique" (STP), which included a new course on the theme "Territory and Ecological Transition." In this course, the main objective was to educate students on the context of the Anthropocene and to implement guidance to address potential eco-anxiety among students. Desmarais et al (2022) describe 11 strategies, categorized into three main groups: those focused on emotions (allowing participants to recognize and accept them), those on problems (encouraging learners to take action), and those on meaning (focused on the search for meaning). The pedagogical structure of the course relied on these three axes, and the experience discussed here falls within the realm of the search for meaning, which includes three strategies: finding a positive meaning, providing positive examples, and finally reimagining the future. The purpose of this article is to describe the eco-fiction writing workshops that were implemented to encourage learners to "reimagine the future."

Suggested Citation

  • Ariane Tichit, 2023. "Rendre la post-croissance acceptable par les imaginaires," Post-Print hal-04304712, HAL.
    • Handle: RePEc:hal:journl:hal-04304712
    Note: View the original document on HAL open archive server: https://hal.science/hal-04304712
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