Unlearning in a world in crisis
Lorem Ipsum
We remember the first manifesto that came out in 2018. We are then in September, it is just the start of school and several students are protesting at the passivity of institutions in the face of the climate issue. We are already talking about reviving higher education and about the need for mobilization. Except that now, they're just students in bags and jeans raising their fists and screaming imposture. The call is heard, 30,000 signatures, platforms, media that pass the microphone and the case that is making a lot of noise falls apart like all the others. And then, two years later, after the health explosion in Wuhan, other profiles, hitherto silent, are outraged.
Starting with Lou Welgryn, 26, and co-founder of the ESSEC alumni transition movement, who was dubious about the crisis context. “I realized that we were not at all prepared to face the world in which we live. Despite the reputation of our school, we are sorely lacking in light to face the challenges that are already present.” She shares this observation with other alumni... but not necessarily from the same schools. For Marie-Céline Piednoir, 28 years old and a graduate of EDHEC Business School, the situation is similar. “I don't remember addressing the issue of the environment and the ongoing global warming. None of the syllabus alerted us to the challenges that were already present or to the challenges that our consumer society would continue to create. We were even trained in jobs or sectors that precisely nourish this consumer society.” For Pierre Peyretou, 33, a graduate of ESCP Europe, the question is much larger, much more complex. “We were neither trained in physical and biological fundamentals, nor taught to think systemically. It was necessary to train on your own and in the field. However, the problem we are facing today is the crucial lack of time and the absence of instructions for use. Higher education must play this role.”
So to the question, “how does it all start”, Antoine Vergnaud, 28, co-founder of the EDHEC alumni movement in transition, answers us “Things happened a bit by chance. In 2019, EDHEC agreed to organize climate frescoes. As a trainer, I asked myself how we could go further and I left a message on my promo wall. In a few hours, I had answers, especially those from Julien and Thomas who were already working on similar subjects. The train was already on.” For Thomas Goellner, who has just joined the movement, the subject comes at the right time. “After school, I did like many graduates, I entered the whirlpool of the “start-up nation”. And then, at some point, I questioned our environmental impact and seeing that we were not very well in sync, I started to ask myself questions, to inquire and that's how I got my finger into a spiral. That's how it all came about.” An initiative welcomed by Antonin Khosrovaninejad, 23, co-founder of the student movement who is about to graduate from EDHEC. “As a future alumni, I am reassured to see that the question interests both alumni such as Thomas and Antoine who are under thirty as well as more experienced figures who are around 50. We realize that we are all new to these subjects and this proves that there is a problem, a shortfall in our training.”
“I wasn't taught to think systemically. We had to train as an autodidact and in the field.”, Pierre Peyretou
Taking into account the environmental issue and putting it on the table is one thing. Succeeding in training students on systemic issues is another. “I think that when I left school, I didn't even understand the idea of a system, which is totally problematic. It's a bit as if my understanding of the world was limited to the only subjects we are taught and therefore I did not have the right software to allow me to identify social problems,” says Thomas Goellner. For her part, Marie-Céline Piednoir regrets the importance of dogmas and the lack of critical thinking. “I remember interesting courses. The only thing is that few of them put theories into perspective. There is a lack of contextualization that prevents us from identifying the relevance of theories and their applicability in today's world.”
For Lou Welgryn, the initial problem lies in the lack of interdisciplinarity and the neglect of science. “If we had to start from the beginning, I think it would be good to learn the basics again. Starting with physics. It is not normal that a student who has left school is not aware of the life cycle of a product for at least 1 hour.” An observation shared by Antoine Vergnaud who protests at the shortcomings of the students. “It is not a question of asking a business school to become an engineering school but simply of introducing the idea of cause and effect. We are in a closed system and therefore interdependent and that, honestly, few people tell us.” It was Lou's turn to add: “From year to year, the economic models studied do not change or change very little. Given the urgent need to reinvent a sustainable social model, it may be time to teach other trends of economic thought and to stop fixating on free trade.”
“Students are sorely lacking in insight to deal with the challenges that are already present.” Lou Welgryn
Starting from the basics therefore means questioning the method, looking at the content of the courses and the scope of the educational programs. “There have already been attempts. But it is clear that this is not enough. I think that there are a lot of teachers who would like to do but who also find themselves in a misunderstanding of “what to do?” explains Antoine Vergnaud. And that is the whole problem that Pierre Peyretou asked himself with Aurélien Acquier, professor and associate dean for sustainable development at ESCP Business School: “Today, students and professors face numerous antagonisms when it comes to addressing business and climate issues. They have in mind a logic of increasing production volumes that does not coincide with the imperatives of reducing the carbon footprint. To put everything into perspective, we wanted to propose a pedagogical model that combines several disciplines, questions students and arouses their curiosity. We built a 30-hour course entitled “Energy: Business, Climate & Geopolitics” and we are delighted that the students responded.”
For Thomas Goellner, it is also external interventions such as that of the alumni teacher that will make the difference during the studies. “We can never do without learning orders of magnitude. We will never be able to do without experts who have confronted each other in the field and who have understood the multi-actor logic. We therefore need to have specialists who intervene to complement teachers' courses. In business schools, training for positive impact must involve questioning new concepts where the aim is not always the market and money.”
“Students are sorely lacking in insight to deal with the challenges that are already present.” Lou Welgryn
Everywhere, former student think tanks are active and relationships with the school have already begun for several months. “The school administration gladly welcomed our proposals. I think they know that as alumni, we can contribute and help the school transform. It is now a question of starting strategic changes and we are happy to be consulted very regularly,” says Lou Welgryn, co-founder of ESSEC Transition alumni. Online Slack, thematic zooms and even a forum for transition jobs with 1500 registrations in December 2020, the subject is of interest to students as well as professionals already in office. “I knew that my generation and my classmates were starting to care more and more about ecological issues and I am delighted to see that some have taken the time to create this movement. I can't wait to see how things develop!” affirms Marie-Céline Piednoir. Becoming a major player in schools, taking part in the redefinition of the educational project to contribute to the construction of curricula is the common wish of all these alumni. “We are still in the structuring phase on our side, but the energy of the network does a lot of good” underlines Thomas Goellner, who sees this federation of actors as a means of increasing their capacity for influence and therefore their impact.
For Lou Welgryn, Apolline Boulaire, Clément Pairot, Clément Pairot, Charlotte Martinez, Ines Pitavy, all co-founders, several strategic projects are already under accelerated consideration. “We are all convinced that the economic performance of businesses must be conditioned on ecological and social performances.” However, today, no ranking takes into account environmental scoring to prioritize schools, which is essential. For example, student mobility linked to exchanges and internships abroad is one of the biggest sources of emissions for business schools. One of the missions we are trying to think about with the school is to offer exchanges and trips that are just as dreamy while promoting low-carbon mobility. We need to learn to travel again in a different way, but it is also a unique chance to redefine the travel experience, and more generally our relationship to time and to life in general.” declares Lou Welgryn. “In a limited world, we have to limit ourselves. It's hard to hear, but it's high time to listen to it.”
“Students are sorely lacking in insight to deal with the challenges that are already present.” Lou Welgryn
