Early Eco-Literacy for Regenerative Futures

Rethinking design and manufacturing for a regenerative future necessitates a radical change in societal demeanor (UNESCO 2020; Kopnina 2020; Harwood 2020). By recognizing architecture’s power to influence behavior, this early eco-literacy project grows biodesigners today as stewards of eco-attuned futures tomorrow. Architects, biologists, behavior analysts, and educators delve here into biodesign as an educational tool for children, by emphasizing bio-materiality as a driving factor influencing regenerative design decisions and eco-heroism. Our work weaves together 20's Marinetti’s tactile theory (Marinetti 1921), 50's Reggio Emilia’s approach of the environment as third teacher (Edwards 2011), 60's Bauhaus’s hand-mind pedagogy (Yanaş 2019), and 90's Theory of Change evaluation tools (Weiss 2011; Ajzen 1991), as well as recent biodesign practices and biomaterials discovery (Mogas-Soldevila 2019-2023). This child-led approach to biodesign and bio-supportive behavior, fosters ecological literacy and combats eco-phobia by seeding mindsets and providing tools for change during children’s formative years. Methods and tools channel ecological literacy and engage in eco-tactilism and include principles of regeneration, encompassing adaptation, resilience, growth, reuse, and decay. These are introduced via bio-sensory activities: exploring biomaterials from vernacular sources as well as current science advances; mapping local ecosystems, making bio-composites from everyday compounds, building bio-architectures out of found natural matter, and culminating in reflective bio-art. Ecological aspects are highlighted during the mentioned explorations and emphasize distinction between biomaterials that support nature and synthetic materials that deplete it. This unique tactile and empowering curriculum helps children approach, with affirmative attitude, current and future climate change issues in their community and worldwide.