Micro-methods for teaching in, with and for nature:voices of nature in the anthropocene

Aim<br/>This paper presents first results from the research project Voices of Nature, which in-vestiga-tes how micro-methods of teaching in, with, and for nature can contribute to education under Anthropocene conditions (Paulsen, Jagodzinski and Hawke, 2022).<br/><br/>Background<br/>Micro-methods are conceived as small, situated practices that may generate kaleidoscopic changes in how teaching is enacted, opening possibilities for socio-cultural and ecological transformation (Brückner &amp; Paulsen, 2025; Paulsen, Illeris &amp; Reato, 2025). Drawing on Jane Bennett’s notion of minor experiences—moments of enchantment that nurture attachments to life and love for the world, yet are often suppressed in mainstream techno-bureaucratic<br/>education (Bennett, 2001; Roy, 2003)—the project explores how such moments can be artfully cultivated as uneasy combinations of artifice and spontaneity, in order to foster responsive-ness, responsibility, and care for the more-than-human world.<br/><br/>Methods<br/>The project is carried out as collaborative research with teachers and students in Danish schools. Methodologically, it draws on post-qualitative and posthuman approaches, in par-ticular the idea of posthuman research playspaces (Rousell &amp; Cutter-Mackenzie-Knowles, 2022), where experimental and relational practices are co-developed, applied, and reflected upon.<br/><br/>Results<br/>Early findings indicate both pedagogical possibilities and dilemmas when education is re-ima-gined as a site for micro-political care. Examples of micro-methods show how teaching in/ with/for nature can create openings for students to engage with ecological responsibility in everyday learning.<br/><br/>Conclusion<br/>The argument advanced is that the ecological crisis demands radically different kinds of education, grounded in experimental, collective practice. Linking micro-level actions with broader political and ecological challenges, the paper invites dialogue on how early and<br/> <br/><br/>school-based education can contribute to sustainability transitions while navigating tensions between science, participation, and care.<br/><br/>References<br/>Bennett, J. (2001). The enchantment of modern life: Attachments, crossings, and ethics. Prin-ceton University Press.<br/>Brückner, M., &amp; Paulsen, M. (2025). Tracing care for life: An experimental wayfaring prac-tice. In Paradise lost?: Philosophical narratives for and in sustainability education. Spring-er. Paulsen, M., Illeris, H., &amp; Reato, T. (2025). Wilding pedagogy with nature writings, propo-siti-ons and minor experiences: twisting with more-than-humans towards life-friendly edu-cation. Australian Journal of Environmental Education, 41(2), 338–354. https://doi.org/10.1017/ aee.2025.15<br/>Paulsen, M., Jagodzinski, J., &amp; Hawke, S. (Eds.). (2022). Pedagogy in the Anthropocene: Re-wilding education for a new earth. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-90980-2<br/>Rousell, D., &amp; Cutter-Mackenzie-Knowles, A. (2022). Posthuman research playspaces: Climate child imaginaries. Routledge.<br/>Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. Peter Lang<br/>