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 A collective of educators and students engages in immersive art- and design-driven practice to reimagine higher-education and primary-school teaching and learning at, and beyond, the University of Teacher Education. 

Rooted in curiosity, care and attentiveness to diverse histories and voices, the collective offers open-ended impulses that anyone can adapt, question or extend across a growing constellation of educational hubs.

© 2025 Emerging Space Collective (CC BY‑NC 4.0)
This feed curates a growing set of compass principles – concise orientations that help educators, designers, and learners move through complex learning landscapes while staying attentive to people, places, and more-than-human partners. Each principle appears in two formats: a short written glimpse into its lineage and intent, and an A5 card you can print, cut, and use for dialogue, journaling, or on-site inquiry once the templates are ready.

The principles recognise multiplicity: several can hold value at the same time, even if they point in different directions. They are not universal rules but invitations to slow down, notice context, and choose paths that support dignity, reciprocity, and ecological care. 

Feel free to adapt, combine, or question them, and share back what you learn so the compass stays alive and collectively tuned.
Principle: Presence & Mutual Becoming (Inspired by Eugene Gendlin)
Radical presence begins with recognising oneself as a situated, storied being and meeting another—human or more‑than‑human—without the armour of pre‑set theories. It unfolds in three entwined dimensions:

  1. Embodied Self‑Presence — attentive to one’s sensations, biases, and privileges, held lightly so they can guide rather than govern.

  2. Relational Co‑Presence — a reciprocal encounter that honours multiple standpoints, makes power visible, and invites intersectional solidarity instead of expert‑led fixing.

  3. Planetary Co‑Presence — sensing the land, waters, and non‑human kin as active participants; resisting colonial separations by treating place as collaborator rather than backdrop.

In this stance, methods and models are kept within reach yet deliberately secondary. What catalyses change is the shared act of “being‑with,” from which fresh movements, stories, and responsibilities can emerge.

Approach:

  • How might we practise “listening with the whole body” before reaching for a tool, label, or diagnosis?
  • Which rituals help a group notice privilege, power, and place in the very moment of encounter?
  • How can non‑human presences (soil microbes, urban soundscapes, ancestral stories) be invited as equal contributors to the process?
  • What architectural or digital cues signal that presence—rather than productivity—is the highest value in this space?
Principle: Connection & Influence Connection is an elemental need shared by human and more‑than‑human beings. It unfolds across three interlaced spheres:

  1. Inward Connection — an embodied, reflexive relationship to one’s own stories, positionalities, and privileges.

  2. Collective Connection — solidarity‑driven, intersectional networks that reveal and transform power asymmetries.

  3. Planetary Connection — regenerative reciprocity with places, ecosystems, and knowledge traditions, especially those marginalized through colonial histories.

In Western industrial contexts these threads are often frayed by individualism and extractive logics. Teaching, learning, and designing therefore become acts of re‑connection that restore dignity, agency, and shared stewardship.

Approach: 

  • How can each practice leave the social, cultural, and ecological ground richer than it was found?
  • What do learning experiences look like when re‑connection, rather than content delivery, is the focal point?
  • How does facilitation feel when relationship, care, and co‑creation outweigh target‑ and output‑driven metrics?
  • How might we design physical and digital spaces that surface multiple perspectives, dismantle barriers, and invite more‑than‑human participation?
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