The climate crisis is inextricably linked to urgent issues: social inequality, racism, mental exhaustion, loss of biodiversity, crumbling trust in institutions and a deep-rooted dependence on fossil fuels. The Lifelong Development (LLO) committee of the Association of Universities of Applied Sciences sees this mutual intertwining as an indication: these crises require a system change.

 A thorough deepening and study of regeneration has led to the recent publication of a national report on the importance of regenerative arts education at the initiative of the lectorate.

Regenerative arts education starts with the question: What does the world of today need? And what do future generations of students in arts education need to contribute to this?

Regenerative thinking emphasizes a sustainable approach in the search for a relationship with the earth. This vision provides time and space to breathe, to research and ultimately to develop projects that enter into a sustainable connection with the public.

Within current art education, we see the first results of a small group that shapes education from a regenerative perspective. It requires solid research skills to open the eyes and hearts of more students and teachers to sustainable results within regenerative art education. To breathe, to listen and to really look each other in the eye and ask the question: "Can it be done differently?"

 We can no longer close our eyes to reality and will have to use energy, raw materials, food and each other in a different way. From regenerative thinking, this different way can be found by deepening the age-old indigenous and local economies that provide insight into the original meaning of a sustainable life: being kind to each other, caring for each other and having respect for all life. Regeneration is also a process of necessary introspection, learning to listen to voices that have long been suppressed.

From the knowledge of indigenous peoples we are enabled to embrace a new perspective, the story of an indigenous economy in relation to the earth. Part of regeneration is that indigenous communities not only take from nature, but live in reciprocity with Mother Earth. Nature continually gives ‘gifts’, and it is up to us to give something back to her. “For example, water is sacred within indigenous societies and people have a moral responsibility to care for it, to let it flow and not to waste it. It is a gift that must be shared with all life. In this way, regenerative arts education enriches and deepens the decolonization efforts within the Diversity & Inclusion policy.

 A future regenerative art education trains a new generation of artists and art teachers with artistic qualities, in which their own thinking, beliefs, perspectives, ambitions and thought patterns are linked to social changes in a sustainable way. To achieve this, we must shift the course of art education from individual excellence to social relevance by connecting the profession of artist to sustainable social-societal contexts. This requires a fundamental change in art education. The projects that take place in, with and through society within the context of art education may no longer be incidents or fun excursions. The artist of the future sees the dialogue with society and care for the earth as the basis for personal artistic growth. In this way, a reciprocal relationship is developed that will contribute to a liveable earth and a socially just society. 

The recently published document Regenerative Arts Education, written by Henrike Gootjes, Mirjam van Tilburg and Anthony Heidweiller, makes a powerful plea for a fundamentally different view of arts education. Not as a side issue, but as a transformative force within our society.Until December 2025, Anthony Heidweiller will be working on a Community of Practice in which he will bring together the regenerative education programs of the various schools of the arts.

Within art education, a movement has started to give regenerative thinking a central place. Together with various colleges and education professionals, examples and tools for regenerative education are being worked on. The goal is to have developed concrete lessons, projects and collaborations by the end of 2025 in which art education inspires and contributes to a regenerative, fairer and more vital future.

This calander year there are several meetings in Theater Kikker in Utrecht where Anthony presents regenerative art education examples from the different schools of the arts:

April 14th

June 23rd

September 22nd

November 3rd

Together with Henrike Gootjes (Artez) Anthony Heidweiller is developing workshops around regenrative art education based on breathing because the human body is for a big part a regenerative system in which breath plays an important role. 

In November 2024, an article by Anthony Heidweiller appeared in the Theaterkrant in which he made a strong plea for a future based on regenerative arts education.

https://www.theaterkrant.nl/tm-artikel/herscheppen-herbouwen-en-herstellen/

Information about the document Regenerative Art Education: anthony.heidweiller@ahk.nl