I believe that all three spaces- compassionate conversations, compassionate enquiry, and compassionate action can be used progressively to open and develop active participation around sustainability goals both at a local and a national level. From my own experience as a secondary school educator, this would almost certainly need to be created as a school community focus group due to the fact that, as mentioned in the learning, conventional targets and time constrains would not give enough time focus on this during lesson time.

   I would start off with compassionate conversation, perhaps having an informal discussion in a non classroom area of the school where learners feel comfortable to engage in conversation about social/spacial concerns in their local area. One that comes to mind is litter/pollution in local social spaces. The group would discuss concerns/solutions to this. After this it could then move to the enquiry stage, where the group or representatives could actively go out into the community and investigate, gather evidence, thoughts and opinions. This could even be opened up to the wider school community- parents, carers, stakeholders etc. Once thoughts/opinions had been gathered, an active compassionate action plan could be created. For example a regular scheduled group to help clear the area, or consult with local government to share their thoughts and ideas. Regular meetings would be scheduled for progress and updates and next steps. For example, other schools in the locality could then become involved to create a collaborative project. this could then open up channels to take the project wider with other external agencies. 

All in, I think the compassionate action part is the most key and the continuation of the project. This can often be challenging again given time/target constraints. 

1. Compassionate conversation 

Make a small discussion with every students have role as a delegation from each country. They have to discuss the topics of sustainability about climate change. They discuss to solve the problem which come from every country. 

2. Compassionate enquiry 

Make a small research to reveal evidences of climate change. They gather data, they analyse data, they interpreted data then present to the forum. Teacher guided the students to use scientific approach to gather the data. So, the students be fostered to became a scientist who doing inquiry. 

3. Compassionate action 

Make a project to communicate the data and the solution to public. Teacher guide the students to make poster, Infographic or flowchart in social media. So, they act a agent who have important role to safeguard the environment. 

Compassionate Conversations in a University Setting

In a university setting, fostering an environment where students and faculty can engage in difficult but productive dialogues is crucial for academic and personal growth. I propose introducing "Compassionate Conversations" as a structured learning space within a university's general education curriculum or as a series of workshops offered through student life and faculty development programs. This initiative would draw heavily from the principles outlined in the book Compassionate Conversations: How to Speak and Listen from the Heart by Diane Musho Hamilton, Gabriel Wilson, and Kimberly Loh. The core idea is to equip participants with essential communication skills to navigate sensitive topics such as race, religion, gender, sexuality, and politics, which often arise in academic discussions and campus life. The program would focus on key elements like deep listening, powerful self-expression, reframing, perspective-seeking, and transmuting emotions. By teaching these skills, we aim to transform potentially contentious conversations into opportunities for bridging divides and mending relationships, as highlighted by the authors.

For students, this could be integrated into a mandatory first-year seminar or offered as an elective course. For faculty and staff, workshops could be designed to enhance their ability to facilitate inclusive classroom discussions and address interpersonal conflicts within departments. The curriculum would incorporate practical exercises, role-playing scenarios, and reflection questions, similar to the study and practice course described by Real LIFE Programs. This approach would help participants recognize and address their defensive patterns, unconscious biases, and power dynamics, ultimately fostering self-confidence, wisdom, and compassion. The UCLA Bedari Kindness Institute's "Compassionate Conversations" series, which focuses on engaging others with passion, compassion, empathy, and respect, provides a valuable model for such an initiative, particularly its emphasis on "kindness to the stranger" and addressing racial exhaustion. The goal is not to avoid disagreement but to engage with it constructively, allowing for a deeper understanding of diverse perspectives and promoting a more inclusive and empathetic campus community. This initiative aligns with the broader academic mission of critical thinking and ethical engagement, preparing individuals to navigate complex social landscapes with greater skill and humanity.