The Concept of Walkshops of the Foundation for the Rights of Future Generations

Walk for the FutureWalk­shops of the Foun­da­tion for the Rights of Future Gen­er­a­tions aim at enabling young peo­ple to test and apply an effec­tive audi­to­ry learn­ing method in the con­text of a def­i­nite top­ic or prob­lem. The con­cept draws on Aris­to­tle, whose school of the Peri­patet­ics linked men­tal mobil­i­ty with phys­i­cal move­ment and trans­fers this approach to the cur­rent cen­tu­ry. Over the course of the last decade, the range of audio books and pod­casts increased tremen­dous­ly. Nonethe­less, audi­to­ry learn­ing and teach­ing mate­ri­als – in con­trast to visu­al coun­ter­parts – have not yet been wide­ly used in the edu­ca­tion sec­tor to specif­i­cal­ly address the needs of the audi­to­ry learn­ing type. As move­ment can and should play a cen­tral role in the cog­ni­tive learn­ing process, walk­shops unite phys­i­cal activ­i­ties with learn­ing and thus com­bine walks with work­shops – in the full sense of the word. In doing so, walk­shop par­tic­i­pants (i) lis­ten to edu­ca­tion­al con­tent while walk­ing through diverse land­scapes, (ii) vis­it learn­ing venues along their route and (iii) dis­cuss what they have learned and lis­tened to in the course of evening events in var­i­ous towns.

Logo Walk for the Future

Vis­it our site for more infor­ma­tions (in German)

Walk for the FuturePre­vi­ous walk­shops dealt with cli­mate cri­sis and the coal phase-out. In the after­noons, top­ic-relat­ed learn­ing sites are vis­it­ed to obtain insights and to engage with locals. In the evenings, two-hour dis­cus­sions with sci­en­tists, politi­cians, entre­pre­neurs, activists, cit­i­zens take place to exchange thoughts and argu­ments. Each walk­shop par­tic­i­pant may con­tribute on a rota­tion­al basis and is thus trained to become a holis­ti­cal­ly and well-informed mul­ti­pli­er. This is why the cur­ricu­lum of dig­i­tal teaching/learning mate­ri­als is com­piled in such a way that the per­spec­tives and prob­lem per­cep­tions of dif­fer­ent actors are addressed. The knowl­edge is deep­ened through the learn­ing sites, where one can look, lis­ten and touch, and applied in the debates with deci­sion-mak­ers. Through the bal­anced selec­tion of pod­casts, but also through the bal­anced line-up of pan­els at the evening dis­cus­sion events, par­tic­i­pants gain a broad and sound under­stand­ing of eco­log­i­cal, eco­nom­ic and social devel­op­ments. Empir­i­cal eval­u­a­tions of the first walk­shops showed pos­i­tive learn­ing effects, par­tic­u­lar­ly for learn­ing con­tent from the social sci­ences and human­i­ties, although the knowl­edge that walk­shops impart is fun­da­men­tal­ly dif­fer­ent from pure book knowledge.