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Drawing from previous research on Biodesign as a tool for effective science communication, this study expands upon the concept, positioning Biodesign as a pedagogical approach for holistic education. This project advocates and argues for the establishment of a novel pedagogy with biodesign principles as a transformative approach at its core. In the current climate, both atmospheric and social, traditional educational paradigms fall short in fostering citizens of more-than-human futures. The planetary education pedagogy with a practical curriculum integrates science, ethics, creativity, mathematics, and social sciences rather than fragmented subjects. Lessons are structured around living organisms, fostering ecological literacy, creativity, and ethical engagement. The methodological framework takes inspiration from hands-on educational typologies such as constructionism, STEAM and Maker Education, or forest schools and combines them with abolitionist teachings and storytelling concepts. Thus, it challenges current structures and emphasises interconnectedness and experiential learning. Concepts like peer-to-peer teaching, repetition, and embedding culture foster a collaborative and inclusive learning environment. Furthermore, the model allows for iterative improvement of teaching practices, changing the way we assess students, adaptation to local ecosystems, and amplification of marginalised voices in education. In context, this research reframes the question from "How do we grow a biodesigner?" to "“How do we make the values, principles and arguments of and for biodesign intrinsic and natural, rather than the novel exception?”, offering a convincing vision for the future of education, emphasising regeneration, interdisciplinary learning, and social justice.
Paul Treichl (Mon,) studied this question.