But du jeu
Peak oil, climate change and economic crisis, observed in an integrated perspective, represent a new challenge for the modern industrial society. The transition from a world dependent on oil to resilient local communities is a proactive way to prepare communities to face the energy and climate uncertainty. But to achieve this it is necessary to promote dialogue and collaboration between institutions and political and social actors, including young people. The project "I Young Citizen in Transition", coordinated by Controvento, stimulated the debate among students of secondary schools and city administrators around the question of the transition towards a low-carbon society.
Règles du jeu
In August 2009, after the first Summer Camp organized by the European network YPSSI (funded by the Youth in Action Programme), 90 young Europeans drew up a document summarizing the aspirations emerged during a collective foresight exercise to imagine Europe in 2015.
Their document focused on four categories - rights, education, science and economy – overriding for them and indispensable to promote the progress of societies.
They wrote that one of the purposes of their work is bringing people to sciences in order to eradicate fear, superstition, xenophobia and the fear of change within the societies.
They pointed out that for them knowledge envelops all areas. It includes scientific research and innovation, but also a cultural, social, political, democratic and human dimension.
They declared that their energies are aimed at increasing the feeling of belonging to that entity we call European Union and at promoting active citizenship and responsible involvement of young people in decision-making.
But, above all, they demanded a reform of the education and school system. They claimed to be expected that school promote more critical thinking, deepening, understanding current events, practical knowledge and programs oriented towards an European and global perspective. In summary, they asked the school a new way of thinking and relating to the society.
Inspired by that document, we have structured the project "I Young Citizen in Transition" to offer students the opportunity to face up to the current events and to participate in the political debate, that too often involves restricted elites of people: intellectuals, politicians or scientists. But above all, we decided to offer all of us - young people and adults, educators and administrators - the opportunity to discuss and to reflect now, to develop projects and to make useful decisions to face the complex challenges, that were seeking on our horizon.
The project was articulated in five phases.
Step 1: sharing of the analysis
Step 2: developing ideas
Step 3: working recommendations
Step 4: audio and visual recording
Step 5: dialogue with policy makers
Results. So what should be the approach to address proactively challenges global and interconnected? Young participants, aged between 12 and 17 years, pointed the finger on some issues. They believed to be necessary to treat in order to manage the current crisis:
- Mapping needs
- Investing in times of crisis
- Learn to imagine the consequences
- Which kind of scientific and technological research?
- Quality of education
- New jobs
- Town planning: redesigning the cities
- Sustainable mobility and public transport
- Consumerism: yesterday, today and tomorrow
- Energy production and renewable sources
- Relocation of the production of food
- Resource Saving: who and how
- Put in question the individual and collective lifestyles
- Reduce waste
- Management of household waste and community
- Deforestation and reforestation
Conclusions. In ecology the term resilience refers to the ability of an ecosystem to continue to function in the presence of external shocks and induced changes.
During the project, the concept of resilience has been the backbone of any discussion. Resilience as the ability to resist the traumatic and sudden changes that the crisis should have imposed on societies in the coming years.
In order to face this challenge, young participants called on the world of education expressing the need to learn to reflect together about the consequences and asking an afterthought of educational objectives.