An international initiative ponders what a world worth living in would look like, and how this world could be achieved through education

In addition to Professor Mervi Kaukko from Tampere University, the international team includes Senior Lecturer Kristin Reimer from Monash University (Australia), Associate Professor Sally Windsor from the University of Gothenburg (Sweden), Senior Lecturer Kathleen Mahon from the University of Queensland (Australia), Professor Emeritus Stephen Kemmis from Charles Sturt University (Australia), and Doctor Ellie Foomani from Monash University (Australia).

"Many crises of our times, including the ecocatastrophe, the war in Ukraine, forced migration, and pandemics erode people’s chances of living well in a world worth living in for everyone. We need more knowledge on how the world could be changed through education, even in small ways. Our goal is not merely to understand education and its practices, but also the means by which these practices could be changed", Kaukko describes.

The idea of seeking a good life that is worth living is not a new one. Many peoples and cultures have pondered similar questions.

"One inspiration for the initiative comes from the long-lasting cooperation between some members of our team and the Indigenous Wiradjuri people of Australia. Their language has the thousands-of-years-old concept of Yindyamarra Winhanganha, which loosely translates to the wisdom of respectfully knowing how to live well in a world worth living in.  We have received permission to share the term from Wiradjuri Elder Stan Grant Senior of the Wiradjuri people, who supports the initiative", Kaukko says.
 

Living well means different things depending on the people, location and situation in life

The book Living Well in a World Worth Living in for All, published in 2023, is freely accessible to everyone, and it has been downloaded over 14 000 times in the span of a few months. There is a dedicated podcast episode about each chapter of the book. The book has been edited by Reimer, Kaukko, Windsor, Mahon and Kemmis. Doctoral Researcher Nick Haswell from Tampere University was also involved in the book project.

"Our book is based on the observation that living well or a world worth living in mean very different things to people in different life situations and different parts of the world", Kaukko says in summary.

In the book, we hear from unaccompanied asylum seekers who have arrived in the country alone, children and parents from divorced families, Aboriginal youths from the periphery of Australia, young Finnish climate activists, chronically ill children and their families and teachers and parents from small Swedish-speaking countryside schools, among others.

"Detrimental trends in the world often especially affect groups that do not have a say in matters. Children, youths and other groups who are somehow in a marginalised position have valuable knowledge of what a world worth living in requires. Our goal is to listen to and document these voices", Kaukko continues.

For example, unaccompanied asylum-seeking minors say that even though they are safe in their new homeland, they are not yet “living well”. They think a good life is formed by participating in the new society together with others.

For 9-year-old Henry, who is tube-fed due to a chronic illness, living well is connected to participating in cooking, baking and dining with his family, even though he cannot always eat the food he helps prepare. Living well consists of having the same opportunities and choices as the people around you.

Teachers, students and their families from small Swedish-speaking schools in the Finnish periphery felt that the countryside schools help maintain the requisites of a good life. They believe that the schools are a sign of appreciation for the vitality of the countryside.
 

Educational practices must be changed to better tackle problems in the world

The second book from the initiative will be published in the spring of 2024. This book will look into the future and focus on how a better future might be achieved through educational means.

Since education has not tackled the world's problems enough, it must change:

"Educational practices and their arrangements must first be understood before they can be changed in a sustainable manner. The chapters of our books go deeper into these matters and present practical means of changing educational practices. We know that teachers and researchers have already begun to utilise our material. Teachers have also asked their students what living well and a world worth living in means for them. This has resulted in great conversations", Kaukko emphasises.

The book projects are part of the activities of the Pedagogy, Education and Praxis network, where Kaukko serves as the Finnish coordinator. The network focuses on understanding educational practices and the healing power that education has on the world.

"I believe that the network or maybe the wider readership will gestate projects that will illuminate new perspectives on this topic. I hope that conversations will be started.  The book and the podcasts made of each chapter can be freely downloaded and they are very reader and listener-friendly. Perhaps someone will read or listen to our work over the summer", Kaukko says.

Tampere University will organise a doctorate-level study module together with the network this autumn.

"My hope is that we would get more people into Finland and Tampere who are interested in educational practices and improving the world", Kaukko says to summarise.