Education for the Postal Growth Society

How can education pave the way to a post-growth society? Globalization, growth orientation, digitization and de-traditionalisation, which has been taking place in our society for decades, are constantly changing their structures: challenges such as demographic change, the undeniable environmental destruction, frequent economic and financial crises, an increase in social inequality and migratory movements are becoming ever more present. Over millennia old handed down knowledge and passed on skills are replaced by highly complex forms of technical achievements as well as the introduction of new media. A resulting increase in the loss of basic survival skills and the power of existence (Marianne Gronemeyer) is palpable. How the future will look like, less and less can be derived from the present or the past.

The “present-day man” is therefore increasingly confronted with the task of designing his own biography without a historical model, in such a way that the human being and the preservation of nature as our livelihood are in the mind and trade focus with the goal of ensuring long-term life. and not primarily economic and social constraints. Then the individual needs to be prepared as part of a large-scale post-growth education initiative. An educational initiative that includes the following building blocks:

This is exactly what is being prepared in the training as a coach for career and lifestyle orientation at the Institute for Youth Work Gauting, in an educational initiative that deals with the following questions:

Building block post-growth economics (PWÖ), PWÖ projects:

  • What does our society look like today? What are the advantages and disadvantages of this form of society?
  • How can one imagine the post-growth economy as an alternative form of economy and life? What makes post-growth economics necessary for survival in our society today? Which values, which ideas are behind this orientation? Which PWÖ projects are there? How are these achievable?

Module change:

  • How should a person behave if a change is to succeed permanently?
  • How can the transition from the post-growth economy as a project to the post-growth economy as a lived everyday life succeed?
  • How can the uncertainties and fears associated with each change be countered?

Component lifestyle and career orientation:

  • How do I want to live? Which lifestyle corresponds to my individual inner and outer rhythms?
  • In which areas can I and would like to declutter, throw off wealth balloons, curb sensory overload and regain time sovereignty?
  • What role should (employment) work play? What other areas should shape my life? How can a holistically coherent post-growth-oriented occupational reorientation on the spectrum from classical gainful employment to self-employment, taking account of livelihood security and sustainability, also succeed in retirement and illness?
  • How does one rediscover skills and talents that make life self-determined?

Building block social interactions:

  • How can I free myself from a growth-, performance-, consumer- and security-oriented, job-market-oriented, self-centered socialization?
  • How can the challenges arising from a consistent change in the direction of the PWÖ be solved on the social interaction level, such as conflicts, exclusion, incomprehension on the part of fellow human beings?

As part of this educational initiative, knowledge about the necessity of a change and possible PWÖ projects will be imparted, upheaval situations will be actively shaped and the associated states of tension will be dissolved.

For this process to succeed, will / will:

  • Asked in depth questions the previous individual components of life,
  • sheds light on which fears and self-esteem issues hinder an inner as well as an external movement towards more individual coherence,
  • via a clear positioning to a decision at the interface: “Do I dare something new?” or “Do I stay in the familiar?”,
  • Through targeted mental, physical and emotional exercises and tasks, concrete steps for implementation are developed, guided and accompanied so that they can be tied to their own resources and the basis for a post-growth-oriented realignment can be created.

The profit:

Those who embark on the educational process outlined recover time sovereignty, lead a lifestyle that corresponds to the individual’s internal as well as external rhythms, restores the connection to nature and rediscovers its basic skills and talents that make it possible to live one’s life self-determined.


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