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EDHEC Students Develop Sustainable Solutions Through Narrative Workshop
EDHEC Business School's 680 first-year students participated in a four-hour workshop called "The Fresco of New Narratives," which involved creating innovative solutions to problems like overconsumption and social isolation, demonstrating a creative approach to sustainability education.
- How did the workshop's focus on narrative and storytelling contribute to students' ability to envision and create solutions to complex societal problems?
- The workshop connected the students' personal experiences with broader societal challenges, prompting them to develop actionable solutions. By creating narratives focused on themes like sustainability and responsible consumption, students explored innovative approaches to address environmental and social problems. The exercise aimed to shift societal norms by promoting creative and collaborative problem-solving.
- What are the potential long-term implications of this innovative educational approach on shaping future leaders' commitment to sustainability and responsible consumption?
- The "Fresco of New Narratives" workshop at EDHEC exemplifies a novel approach to sustainability education, emphasizing the role of narrative in shaping behavior and driving change. By fostering creativity and collaboration, the workshop empowered students to imagine and build a more sustainable future. The success of the program suggests that this approach could be replicated in other educational settings to inspire collective action on pressing global issues.
- What immediate impact did the "Fresco of New Narratives" workshop have on EDHEC students' understanding of sustainability and their capacity to address global challenges?
- At EDHEC Business School, 680 first-year students participated in "The Fresco of New Narratives," a workshop designed to envision a future respecting planetary boundaries. The workshop involved analyzing existing narratives and creating new ones to address issues like overconsumption and social isolation. Student teams developed innovative solutions, such as an app to combat student isolation and initiatives to curb overconsumption of meat.
Cognitive Concepts
Framing Bias
The framing is largely positive, emphasizing the success and enthusiasm surrounding the Fresque des nouveaux récits program. The article highlights student testimonials and positive outcomes, which could create a potentially overly optimistic view. While this positive framing isn't inherently biased, it lacks a balanced presentation of potential limitations or challenges.
Language Bias
The language used is largely neutral and descriptive. Words like "enrichissant" (enriching) and "hyperefficace" (hyperefficient) are positive, but not overly loaded. There is a general positive tone, but it's consistent with the subject matter of a successful program.
Bias by Omission
The article focuses on a specific program at EDHEC business school and doesn't explore other initiatives or approaches to sustainable development. While this is a limitation of scope, it could leave the reader with a skewed impression of the breadth of efforts in this area. Omitting discussion of potential drawbacks or challenges of the Fresque des nouveaux récits method could also limit a fully informed perspective.
Sustainable Development Goals
The article highlights a workshop where students collaboratively create narratives focused on sustainable practices, addressing overconsumption of resources and promoting responsible consumption. The creation of an app to combat student isolation, initiatives to curb compulsive buying, and projects reducing meat consumption directly address sustainable consumption and production patterns. The focus on shifting societal norms toward sustainability through storytelling and collaborative action demonstrates a positive impact on SDG 12.