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RegenÜrate se expande a Jordania

Zouheir

Jan 18, 2021

RegenÜrate y King's Academy se unieron para ofrecer un curso de educación regenerativa.

In January, regenÜrate and King’s Academy teamed up to offer a regenerative education course to students of the Middle School. The Global Goal we explored was 6: Clean Water and Sanitation. For each Global Goal, the world’s leaders have set forth indicators and targets to track change and progress. At regenÜrate, we create our activity-based and project learning educational services using these indicators, among our other pillars, to train students in regenerative transformation. The main focus of the training was indicator 6.3: “Improve water quality, wastewater treatment, and safe reuse. By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials, halving the proportion of untreated wastewater and substantially increasing recycling and safe reuse globally.”

Students challenged themselves over two weeks to imagine, design, and prototype their own projects to promote regenerative change in Jordan.

The Missions we explored comprised a variety of topics regarding water use and wastewater management. Students engaged questions and realities such as:

  • The top polluting industries’ impact on the water cycle.

  • Where our water comes from and what are the responsibilities of healthy aqueduct systems.

  • How our domestic consumption habits can affect waterways.

  • Innovating water filters for grey water management at home.

  • Integrating pathogenic bacteria management into water filtration systems.

We were amazed by students’ independent projects. Some of their ideas included:

  • Creating comedic videos to transform water consumption habits.

  • A 50-page business plan, pitch deck, and website for a grey water management company.

  • Launching jewelry lines made from plastic in the ocean.

  • Creating water inclusion programs for excluded populations.

  • Using banana leaves and peels to make paper.

  • Museum curation for water awareness.

  • Designing permaculture food forests that also sequester water into the ground and serve eco-tourism sites.

Throughout the course, the students completed our reflection forms where we assess a base knowledge level, process of learning, key life skills, emotional intelligence, and ability to manifest the Global Goal indicator. Here are some of the results from our journey with the Middle School Students.


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