ABSTRACT
In the second section of this book, we transformed the implicit engagements with regenerative educatorship into explicit systemic frameworks: The Regenerative Paths framework, the Regenerative Virtues framework, and the Regenerative Capabilities framework. Their purpose is to systematically challenge how we think about our aims, experiences, and actions as education professionals, and to intentionally ground our practices and (change) projects in (more) regenerative modes of being, thinking, and acting. Another way of saying this is to frame these frameworks as (part of) a ‘thinking technology’ that invites a structured engagement with regeneration in your own context. We want to highlight, here, that this thinking technology extends beyond these three frameworks. In this book, we’ve made two other regenerative frameworks explicit, and both have played a large part in shaping this book and our thinking. These are the Levels of Work framework that we referred to in the introduction and the Law of Three framework that we referred to in chapter 3.
