Who actually has a voice in sustainability? In this activity, students consciously take on the role of a non-human stakeholder, such as an ecosystem, a future generation, an animal, or even an object like a dike or a wind turbine. By exploring and expressing their perspective, students practice empathetic thinking and systems thinking, and conversations about sustainability are fundamentally broadened. Including non-human stakeholders also invites reflection on our relationship with nature. Once you have introduced this approach, you can continue to apply it in future discussions, group assignments, or case studies.
- Activity goal
- Exchange knowledge | Practice skills | Reflect
- When
- In class | Post class | Pre class
- Where
- Offline
- Duration
- < 10 minutes| < 30 minutes| < 60 minutes
- Group size
- Small | Medium | Large
Step-by-step plan
Step 1: Introduce the idea
Discuss what a 'non-human stakeholder' is. Think of elements such as water, air, soil, insects, future generations, or animals. These are all entities that are affected by decisions but usually do not have a direct voice. Optionally, refer to examples such as Jan Terlouw’s empty chair for 'the future' or the ideas of ecologist and philosopher Matthijs Schouten.
Step 2: Connect to a current issue
Choose a sustainability issue addressed in your lesson (such as nitrogen policy, water management, or the energy transition). Ask: who or what is affected by this situation but usually has no voice?
Step 3: Assign or choose roles
Students are assigned (or choose) a non-human stakeholder, such as 'the river', 'the bee population', 'the wind turbines', 'the farmer in 30 years', or 'the soil'.
Step 4: Prepare a contribution
Have students, individually or in groups, immerse themselves in their role. They answer questions such as:
- What does this stakeholder want or need?
- What does this stakeholder experience as a result of human policy or behavior?
- What would this stakeholder want to share with the rest of the group?
Step 5: Stage the issue
Organize a group discussion, policy debate, or brainstorming session in which all stakeholders, including the non-human ones, are at the table. Each role gets speaking time. The group works together to find solutions that respect all voices.
Step 6: Reflection
Have students briefly reflect:
- What changed when these voices were heard?
- What was it like to take on the role of a non-human stakeholder?
- What tensions did you feel between your role and other interests?
- How can this kind of thinking contribute to sustainable decision-making?
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
Offline
- Name cards or cards with roles
- Pen and paper or laptop for students to prepare contributions from their entity’s perspective
- Fragment from a documentary or lecture (optional)
Tip 1
- Documentary fragments or interviews with ecologists can strengthen empathy. See, for example, the website of Matthijs Schouten for inspiring videos about our relationship with nature.
Tip 2
- Once the method is familiar, you can remind students in every group assignment of the option to give a 'non-human stakeholder' a seat at the table.
Variation 1
- Literally place an empty chair for the future, or have students sit in a circle with name cards such as 'The Sea', '2050', or 'Insect Life'.
Variation 2
- Have students draw roles from a stack of cards with non-human entities, including surprising ones such as 'microplastic', 'CO₂', or 'silence'.
Variation 3
- When preparing their contribution, have students represent and visually express the voice of their entity.
Variation 4
- Invite students to keep their non-human entity in mind over a longer period (for example, throughout the course) outside of class, or to observe a non-human entity in their own environment, such as a tree, a plant, or a stone, something natural that they place somewhere they can see daily.
