Merging the Scientific and the Poetic to cultivate the next generation of ecological stewards, educators, and leaders.
“An education that awakens reverence for this Living Earth”
At Grounded in Motion, we partner with you and institutions to reshape education, focusing on nurturing interconnectedness with the living Earth and encouraging humans to embody their role as a regenerative species. Working with a diverse spectrum of educational facilities from International Baccalaureate Schools, United World Colleges, Lycee Français, Reggio Emilia, interdisciplinary University programs, and cultural centers we embed ecological literacy, creative activism, relational practices, planetary boundaries, and emotional resilience into the heart of learning. Where nature is often a teacher and curriculum blends ecology and climate science with the arts, systems thinking, and community-rooted practice.
We weave interdisciplinary projects into every collaboration to highlight the possibility for schools to shape consciousness and worldviews that remember our deep entanglement with the more than human world.
Learning Journeys, Curriculum Co-Creation & Embodied Experiences to Enhance Education.
Interdisciplinary education modules & custom curriculum design that merges ecology, climate science, environmental advocacy, and art
Educator training and faculty development in transformative ecological learning
Workshops with leadership teams to develop School Vision & Culture in alignment with ecological goals
Experiential workshops on ecological grief, Rights of Nature, and imagining flourishing futures
Deep ecology installations and nature-based storytelling sessions
What we offer
Our Featured Projects
Our ecological consciousness course merges the scientific and contemplative to create spaces of embodied learning while emphasising that we are in relational existence with Earth. Our work within academic institutions shifts the focus from sustainability to imagining biodiverse futures, featuring contemplative practices, writing exercises and curricula that accompanies courses such as the IB Environmental Societies and Systems course. The Rights of Nature movement and ecocentric approaches to law, art, and ethics become an active lens for learning. It enables students to envision legislation, education, and creativity not as separate silos, but as shared tools for protecting the more-than-human world and cultivating a more diverse, just, and flourishing future.
This collaboration between Grounded in Motion and the international school network United World Colleges centres on designing and articulating the school’s mission and framework, aiming to develop UWC into a strong and innovative force in the Sustainability Education space. The framework emphasizes a strong sense of place, a deep understanding of landscape, and the connection between education and its local geography.
In collaboration with Terra.Do and the Oxford University Climate Alumni Network. A series of sessions focused on the intersection of art, learning design, and climate activism. The arts allow us to envision new narratives of ecological flourishing, embody the content in deeper ways, process eco-grief, and build awareness of our relational existence with the natural world. Turning abstract concepts into palpable experiences that our imagination cannot summon up otherwise, combining creative practice and climate advocacy.
In residency at Harvard Olin Engineering School. “Contemplating Science” is a course that presents engineering students with a unique learning environment based in meditation and ecology.
The course paves the path for conscious and ethical engineers that will design in symbiosis with the world around them. As they reflect on the impact of their work in the light of ecological frameworks, they bring more nuanced and clarified awareness to the ethical, social and environmental considerations in their industry and field of design.
“Imagining Biodiverse Futures & Weaving Living Stories” is a facilitation guide and coursebook designed to ignite imagination, foster ecological consciousness, and reconnect humans with the more-than-human world. Grounded in Sabahan realities, it blends counter-mapping, ancestral storytelling, ritual, speculative fiction, and embodied practice to co-create radically hopeful, biodiverse futures.
Carine has been teaching at the Lycee Francais de New York for 15 years. She co-created the sustainability course which follows aspects of the French Ministry of Education program while simultaneously challenging it and embedding ecological consciousness and deep ecology principles. In this program participants explore human-land relationships, local indigenous ceremonial ecology and community engagement. The methodology integrates planetary boundaries, Gaia Theory principles, sensory ways of knowing, and biodiversity metrics and systems thinking, among others.
The course paves the path for perspective shifts that highlight an ecocentric model while introducing students to Rights of Nature and Youth Voice in Climate Activism.
The ongoing collaboration with senior IB Environmental Systems and Societies educator and environmental advocate Zoe Badcock nurtures new ways of perceiving and valuing our relationships with the living world. Zoe's students have been engaging directly with Grounded In Motion's practices through online sessions, where the Rights of Nature movement and ecocentric approaches to law, art, and ethics become an active lens for learning.
While not always explicitly outlined in formal curricula, these exchanges create vital connections: between environmental law and cultural imagination, between ethics and responsibility, and between young people and the possibilities of a regenerative future. By weaving together sound, storytelling, and systems thinking, the collaboration expands students' perspectives beyond dominant worldviews, inviting them to recognise themselves as part of a larger, interdependent community of life.
This ongoing work plants seeds of curiosity and hope. It enables students to envision legislation, education, and creativity not as separate silos, but as shared tools for protecting the more-than-human world and cultivating a more diverse, just, and flourishing future.
Through our ongoing collaboration with the Earth Law Center students are stepping into global gatherings where the Rights of Nature movement is actively shaping policy, culture, and community action. Our students enter spaces where environmental advocates, legal pioneers, and artists are charting new paths for ecological justice. By doing so, they take part in an action-oriented dialogue, recognising that their voices have the power to influence real-world change.
At the most recent gathering in NYC during Climate week our students read letters that focused on Honoring our roles and responsibilities toward the ecosystems that sustain us, the potential for humans to be a regenerative species and connections to future generations. These letters emerged from Grounded In Motion's coursework, and will be available on the Earth Law Portal, a repository worldwide for templates of model laws, resolutions and cutting-edge legal models and letters, particularly those being developed internationally.
I cannot describe how enriching this collaboration has been for me and my students. I've had an increasing number of conversations with students that are seeking these regenerative connections that challenge the dominant narrative in some of our societies.
– IB Educator, Environmental Systems and Societies
