The Aweledge Process is grounded in the head, heart, and hand paradigm of holistic learning. It utilizes scientific knowledge about topics such as climate change, the food system, or environmental pollution and crystallizes its ‘meaning’ or ‘essence’ for individuals or an organization.

It operates on the assumption that education that purely transmits knowledge does not necessarily lead to a change in behaviour.

Research shows that educational interventions are more effective in translating knowledge into action when they increase collective efficacy and create a sense of relevance and interconnectedness.

In the Aweledge process, individual and collective sense-making, including a link to values, guides participants in establishing a personal connection to scientific knowledge and adding meaning to the facts. A variety of different practices and methods is employed to connect participants to their affective sphere where meaning can organically emerge.

From this space of connection and interconnectedness, the ‘awe zone’, transformative ideas and visions emerge, and concrete steps towards a change in behaviour and action crystallize.

The Aweledge approach differs from many initiatives on climate action as it rejects the notion of pre-defining and prescribing solutions. Instead, it trusts that participants themselves are best positioned to develop ownership, agency, and a vision for action that reflects their individual realities.

Aweledge is based on the conviction that the affective sphere (e.g., the ‘awe’ zone) must be reintegrated to bridge the knowledge-action gap. It draws on insights from psychology, neuroscience and a range of transdisciplinary practices and methods to create meaning.

When we enter a state of ‘awe’, science shows that our sense of self diminishes, and we are shifted into a mindset where we feel part of an interdependent, collaborative ecosystem that is larger than the self. An ‘awe’ mindset serves as fertile ground for the emergence of transformative ideas and actions.