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4 Introduction to Worldview Dimension

This chapter explores the belief systems of prevailing worldviews and how it changes in different contexts.  There is a rebellion in the act of growing consciousness. Young people gravitate to this awareness as they are discovering who they are and what their possibilities are.  A ‘systems’ approach emphasises connections between mind, activities, processes, and structures leading to a broader, more comprehensive understanding.  Systems’ thinking creates understanding of the connections in the system and how we all are a part.  Everything is interconnected, and the connections express certain dynamics. In other words, if we change one part of the system, another part is affected. The first step towards transformation is awareness. This is so important to our understanding of where we come from, where we are now and where we are heading in our personal journey.

In this dimension participants will explore ways to become aware of the current paradigms and conditions for human participation in life processes on the planet and be motivated to share this knowledge with everyone. Youth participation in world view activities gives a broad view both horizontally considering differing perspectives on what is going on in the world and vertically considering our ancestral wisdom and roots. This supports holistic learning not only in world view activities but also in all dimensions. It will create a strong foundation and inspiration to encourage young and energetic change agents to step up, act, and help make a difference in many critical issues that will shape their lives and the planet’s.

The Worldview dimension consists of three thematic areas. 

Worldview Thematic Area

Questions to Explore

Sample Activities

To create conditions for empowerment and inclusion by each participant reflecting on their cultural worldviews, identifying changes in recent generations. They will share and exchange with others to learn, empathise & respect the diversity of backgrounds. The theme explores who we are and what we and our ancestors have lived through. 

Where do we come from?

What important qualities did you learn from your & your friends’ elders?

How have things changed?

A.1 Mapping diversity

A.2 River of Life

A.3 Interviewing grandparents / elders 

A.4 Deep Sharing

This theme will explore differing perspectives on the convergence of multiple crises impacting our planet and our lives. It will look at the pros & cons of traditional (ancestral) and modern world views drawing out what is valuable from both. Participants will envision a wholesome future that builds on the best of traditional values whilst incorporating cutting edge technologies and practice. They will co-create a road map to regenerative futures considering cultural values, fair share, ethics & steps to achieve it.

What are pros & cons of traditional/ancestral worldview?

What are pros & cons of modern lifestyle?

How is nature impacted by modern lifestyle?

What do we need for sustainable futures?

B.1 Widening Circles[1]

B.2 Identify & Reflect on prevailing World View

B.3 Visioning & Backcasting sustainable futures (best from roots and best from modern synthesis)

To support transition to regenerative futures by participants comprehending and practising supportive values, attitudes and actions.

What gives us motivation for social and environmental work?

What inner qualities do we need to sustain us for social change? 

C.1 Becoming conscious change agents

C.2 Harvesting Gifts of ancestors (Appendix 13)

[1] Widening Circles and Harvesting the Gifts of Ancestors are  adapted from “The Work that Reconnects” Joanna Macy et al.


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