Climate Constellations: Bridging Cognitive,Emotional and Physical Engagement in Climate Education

Introduction

The climate crisis is fundamentally a system crisis, intricately woven into the complex fabric of interconnected environmental, social and economic systems. To address this crisis effectively, it is imperative to move beyond surface-level analyses and delve into the deeper layers that house the root causes of the issue. Drawing inspiration from the concept of leverage points proposed by Meadows (2008), we recognize that meaningful change often arises from interventions at strategic points within a system, in order to capture patterns, structures and worldviews. The metaphor of the iceberg, the roots of a tree or even an onion have been used to show we should not stop at the level of symptoms (Davelaar, 2021), but rather search for the more systemic root causes of the crisis. At the core lies the worldview of people.

This concept of delving below the surface level and adoption of system thinking can be found in the work of Bert Hellinger (2001) on family systems through a novel therapeutic approach known as system constellations. Hellinger identified fundamental principles that govern family systems, providing a framework for understanding the dynamics that influence individuals within these systems. The constellation process involves representatives embodying family members or elements of the system, creating a dynamic representation that allows hidden dynamics to surface. Through this experiential method, participants gain insights into the underlying issues affecting the family system, thus facilitating the resolution of entanglements, fostering healing and restoring balance. The word constellation comes from the arrangement of the stars, all interconnected and at a certain distance from each other.

These constellation practices have further evolved into organizational constellations, extending systemic thinking beyond familial contexts to address complexities within businesses and institutions (Bryan et al., 2006). In organizational constellations, representatives embody elements of workplace dynamics, uncovering hidden systemic influences and identifying blocks that hinder organizational effectiveness. This evolution, by considering the interconnectedness of elements within the organizational system, enables leaders to make informed decisions, fosters healthier work environments and facilitates change management. The application of systemic principles from family constellations to the realm of organizations exemplifies a broader, holistic approach to understanding and addressing systemic challenges in professional settings.

With the climate constellations presented in this article, I build upon on the concept and technique of family constellations, extending this systemic approach to environmental contexts. This offers a powerful tool for understanding and addressing the complex interconnections within the broader system of the planet and human societies. My primary aim is to empower students and others to explore their worldviews on the climate crisis, experience the accompanying emotions and gain insight into how this worldview can evolve through systemic changes.

However, there have been criticisms of Bert Hellinger’s family constellations with critics noting a lack of empirical evidence supporting the efficacy of his theories, thus making it challenging to validate the approach scientifically. Nevertheless, Hunger et al. (2014) conducted a randomized controlled trial with 208 adults where short-term (two weeks) and long-term (four months) effects were reported, concluding that there is indeed evidence that family constellation seminars tend to positively influence participants’ experience in their social systems. Other criticisms emerge from experiences with practitioners that lack proper psychological training. The emotionally intense nature of this process can be overwhelming for participants, and without proper guidance and follow-up, the technique when applied in a therapeutical setting of family constellation can even be harmful. Additionally, Bert Hellinger often uses spiritual explanations to elucidate the occurrences of a constellation exercise, which might create the idea of pseudo-scientific practices. Regardless, using the technique for exploring the climate crisis, although also often very emotionally, does not touch on traumas—at least not in the cases I have been facilitating. However, it is good to be aware of the critics while using the method.

In the following sections of this article, I present a compelling argument for the need to adopt innovative approaches within the realm of transformative learning. I then demonstrate how I apply the constellation technique by providing two cases—two experimental endeavours conducted with the students enrolled in the course ‘Sustainability: an interdisciplinary approach’. Finally, I discuss the experiences from these endeavours and propose new research questions and possibilities to be explored.

Climate Constellations in the Context of Transformative Learning

As thoroughly explained in Stephen Sterling’s paper (2011), our education system itself is also in a transition, or we might even call it in crisis. He quotes Schumacher (1997) who posits, ‘If still more education is to save us, it would have to be education of a different kind: an education that takes us into the depth of things’ (Sterling, 2011, p. 17). Traditional educational approaches often fall short in creating the necessary transformative impact. As Shrivastava (2010) aptly notes, a comprehensive approach is required—one that transcends cognitive understanding to include physical and emotional engagement. The climate constellation potentially introduces a novel method to facilitate this by employing the bodies to feel and, at a deeper level, understand what is happening. The practices within transformative learning—a term referring to a qualitative shift in perception and meaning making on the part of the learner (Mezirow, 1997)—present a solution to the shortcomings of traditional learning approaches. This is similar to what is observed during a family constellation where the perception of the one that is asking a question that is being constellated. In transformative learning, the learner questions or reframes his/her assumptions or habits or thought. Mezirow speaks about expanded consciousness. The constellations enable the observation of interconnected parts of the climate crisis, interrelated with each other and a bigger whole and with their dynamics. It facilitates insightful reflections and hypothetically also to a third-order change, an epistemic learning—seeing things differently.

According to Hicks (2003), transformative learning should involve three awakenings: of the mind, the heart and the soul, for effective learning to take place. Constellations certainly contribute to allowing emotions to be expressed and exploring the existential dimension in understanding the deeper dynamics of the system and their place within it. As noted by Taylor (2007), the documented examples of educational settings where transformational learning has been central are few, especially in comparison with the theoretical discussion. Thus, this article introduces a new transformative learning approach to the existing literature.

Approach

The execution of climate constellations comprises interactive sessions, during which participants engage in systemic constellations specifically tailored to climate-related themes. Drawing upon the principles of systems thinking, participants are invited to embody various elements of the climate system, such as Earth, humankind and climate itself. This immersive experience fosters a deepened understanding of the interconnectedness and interdependence inherent in ecological systems. Moreover, the integration of emotional and physical elements serves to amplify the transformative potential of the learning experience.

In organizational constellation, there are typically four stages:

Issue Exploration and Definition: The facilitator collaborates with the client to identify and clarify specific issues or challenges within the organization. This may encompass aspects like team dynamics, leadership challenges or systemic issues influencing overall performance.

For climate constellations, these steps are also followed. However, in some instances, a client may not be present. In such cases, it is beneficial to engage in group discussions to determine the guiding question and desired outcome. The application of these steps for climate constellation is demonstrated in the cases presented in the following section, and further possibilities for improvement are explored in the discussion section.

Cases

An initial attempt, the first case, was conducted during a session of the course titled ‘Sustainability: An Interdisciplinary Approach’. In this course, grounded in transition theory (Loorbach et al., 2016) and systems thinking, students collaboratively work towards the creation of a book named ‘Land of Hope’ with input from professors and field experts. The theoretical classes provide insights into various systems, including energy, mobility, food, education, policy making, buildings and the economy. The empowerment session involves teaching them to think systematically, create system dynamics models and identify stakeholders. In the third class, I proposed the idea of a climate constellation at the session’s outset. I had prepared an additional room, arranging everything to ensure sufficient space. The participants formed a circle, and I requested permission to place someone as the Earth within the circle. Subsequently, I assigned representatives for the climate and humankind.

As the participants engaged, they became attuned to the sensations in their bodies. ’Earth’ expressed a growing sense of sadness, while ‘Climate’ felt warmth. ‘Humankind’ seemed uncertain. Another student joined as the industry (Figure 1), standing next to ‘Humankind’. They sensed a connection similar to a love-hate relationship, marked by both interdependence and negative tension. In response to the dynamics, I introduced ‘solar energy’ near the climate. ‘Climate’ conveyed a gradual warming, albeit at a reduced pace. Soliciting suggestions from the students, one proposed adding the negative, critical aspect of humankind, placed near ‘Humankind’. Another suggested the inclusion of an angel, and eventually, the government was added. The government expressed the complexity of the situation, stating, ‘I don’t see what to do’.

OPEN IN VIEWER Figure 1.

Placement of Representatives During Constellation Exercise (Left). Pictures of Participants (Bottom Right).

At this juncture, I intervened by placing ‘Humankind’ closer to ‘Earth’, resulting in significant changes. The critical voice of humankind found solace in the proximity to the Earth, fostering hope. The Earth, initially hesitant, appreciated the closeness to humankind. With the government positioned between industry, humankind and Earth, the representative voiced, ‘I can do something; I can make the rules on what industry can do with the Earth’.

Following the session, we returned to the original classroom for a feedback session. Representatives shared their perspectives:

Representative of the negative viewpoint: ‘It was good to feel it and feel how these feelings changed as the situation changed’.

The second case occurred two weeks later during an empowerment session on stakeholder identification. Initially, an exercise with the rainbow was conducted to identify stakeholders (Chevalier & Buckles, 2008). Within this course, students are organized into groups of four focusing on specific subsystems (mobility, waste, food, textile, economy). Each group identified relevant stakeholders and their influences within their subsystem. As in the previous exercises, the class was moved to a spacious room to explore the stakeholders within a specific group. The group focusing on the economic system volunteered. A student from the group was given the floor to ask the question, and also select representatives from the circle.

The group proposed including a company, their competitor and clients as the first three actors. The company’s management expressed the intent to attract clients away from the competitor. Sustainability was added, as per their exploration goals. Profit was also introduced, with the company management desiring to be positioned between profit and sustainability. The competitor gravitated towards profit, aiming to seize all profits. Shareholders were added, choosing two representatives and they wished to be close to profits (Figure 2). Notably, throughout the constellation, nobody seemed concerned about the clients.

OPEN IN VIEWER Figure 2.

Placement of Stakeholders Within the Economic System During Climate Constellation Exercise.

The government was subsequently introduced, claiming a sustainable mindset. This instilled confidence in the management to align with sustainability. As banks joined, one shareholder, consistently oriented towards profit, expressed a desire to push profit towards sustainability, perceiving a collective willingness for sustainability. Conversely, the second shareholder asserted, ‘I don’t care where we stand on sustainability as long as the profits are good’.

The session concluded, and participants shared their insights:

‘A positive government makes a big change. It is a good exercise to see where we can make the change’.

Four weeks later, at the semester’s end, a survey was conducted to examine the constellation’s impact on the participants’ worldview. While 30 students completed the full survey, only responses from the 11 students present at all classes were considered for analysis. Although a small sample, the results are promising (Figure 3).

OPEN IN VIEWER Figure 3.

Impact Level of Constellation Exercises on Students’ View of the Climate Crisis.

Results and Discussion

According to Senge (2004), true change requires not only comprehending and acknowledging the truth but also nurturing creative aspirations to envision a different future. Within climate constellation, participants initially observe the interconnectedness of actors and concepts and their reactions, subsequently contemplating potential future scenarios. In the realm of climate education, this signals a shift from passive information reception to an active, engaging and immersive learning experience. These cases demonstrate how family or system constellations can act as a catalyst for this transformative process, aligning with the notion that altering individual perceptions can trigger broader shifts in societal attitudes and behaviours—an idea resonating beyond academia, acknowledged by civil rights activists like James Baldwin.

Initial findings suggest that climate constellations contribute to a more profound and integrated understanding of climate change. Participants report heightened awareness of emotional and physical dimensions related to environmental issues, fostering a sense of personal responsibility and agency. Moreover, the interactive nature of constellations promotes empathy and a systemic perspective—integral components for cultivating sustainable attitudes and behaviours.

While family constellations have faced criticism for being occasionally employed by nontherapists, potentially leading to traumatic experiences if not properly facilitated, this concern is less likely in the context of climate constellations. However, a change in mental models can be traumatic for some, while inspiring for others (Sterling, 2011). Hence, caution in the usage of this technique and careful follow-up are essential. Some students may find the experience uncomfortable or even shocking. As noted by Ison (2017), learners undergo a period of chaos and confusion when their worldview is altered. Typically, restructuring their understanding into a new thought system takes time (O’Sullivan, 2002).

As previously noted, there have been cases set up in different fields, but in this article, the focus is primarily on its application in education. Future research should be oriented towards overarching patterns emerging from these constellations. Do these patterns depend on participants and their worldviews, or can identifiable rules, like in family constellations (e.g., place and connection, order, give and take balance, purpose), be established? Conducting more constellations will be crucial for identifying such patterns.

Additionally, further investigation is required to optimize the use of constellations in educational settings. Questions about the maximum group size, effectiveness for students in obligatory courses but are less interested in sustainability and the level of importance of benefits for such students need exploration. Filming constellations could also be integrated in the process to ensure transcript quality of the observations, providing a richer description of outcomes. Furthermore, encouraging representative participants to document their thoughts independently of facilitator would also yield deeper insights.

From a technical standpoint, there is a need for further advancement, one of which is addressing the question about the appropriate time to conclude a constellation exercise. Often, by probing further and extending the constellation exercises, a breakthrough is achieved. Subsequently, with time and constant improvement of the utilization of the technique, the most appropriate duration for the exercises will be determined. Beyond student groups, climate constellations can also be applicable in transition arenas, transformative learning practices and subsystem theme exploration and thus warrant further investigation.

Conclusion

As the urgency of addressing climate change becomes increasingly apparent, innovative approaches to education are crucial. Climate constellations offer a promising avenue for transformative climate education, encompassing cognitive, emotional and physical dimensions. This approach seeks to instigate not only understanding but also active engagement and commitment to sustainable practices.

By encouraging participants to embody different components of the system, climate constellation facilitates a holistic comprehension of the climate crisis, emphasizing that solutions must address systemic roots. Aligned with Meadows’ framework and focusing on leverage points, system (climate) constellations provide a dynamic platform to unearth hidden dynamics, challenge mental models and foster a collective commitment to transformative action. In doing so, they illuminate the interconnected nature of the climate crisis, guiding us towards effective interventions that can contribute to a more resilient and sustainable future. This article invites further exploration and empirical investigation into the efficacy of climate Constellations as a catalyst for meaningful change in climate education.