Seat at the table

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
Materials

Pen and paper

Step-by-Step

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?

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.

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.

Name cards or cards with roles

Pen & paper or laptop for students to prepare contributions from their entity’s perspective

(Optional) fragment from a documentary or lecture

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.

Funded by the European Union NextGenerationEU logo

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