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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)

 Exploring Resonance & Acceleration with Hartmut Rosa



In his work on modernity, Hartmut Rosa explores how the acceleration of technological, social, and cultural processes shapes our experience of time, relationship, and learning. While faster tools promise more freedom, they often bring greater pressure, as modern systems require constant growth and innovation just to maintain their structure. This logic of perpetual acceleration, though historically unique, is now foundational to the capitalist world order. Rosa warns that such speed can lead to alienation; a hollowing out of our relationships with people, work, and nature, where we no longer feel touched or changed by what we encounter. 

In response, he proposes the concept of resonance: a relational mode in which we are moved by the world, respond to it, and are transformed through that exchange. Resonance cannot be engineered, but it can be invited; through presence, mutual recognition, and openness to the unexpected. This leads Rosa to articulate a deeper form of vitality he calls social energy: a collective force that arises not from isolated effort, but from shared, meaningful interaction. 

In learning spaces, these ideas call for a shift from optimization and output toward slowness, reciprocity, and connection. Education, then, becomes less about performance and more about cultivating resonant environments where participants co-create energy, belonging, and transformation.