Even though the “learning is a process” discourse is omnipresent in formal education and professional settings, dominant knowledge sharing processes are filled with productivist, outcome-oriented logic. To break away with this capitalist trend in education, methods in this section posit that you do not have to create a product, piece, or text in order to learn. On the contrary, processes of learning do not have tangible outcomes.


Collective improvised reading

The method consists in interactive/collaborative reading of multiple texts on an issue/question/topic by several users. All participants first read some (or all) of the proposed texts and can choose one text part that speaks to them. Each person reads their part out loud and the others interact with 3 different options : “Repeat, Stop, Replace”. At the end of the experience participants can collectively discuss what feelings, sensations, questions or comments the process has fostered. Expected outcomes are opening up of sources for reflecting or discussing a certain issue/topic, as well as intuitive and collaborative sharing of knowledge. Also, this process can develop links between very diverse concepts.

Kinesthetic learning

Kinesthetic learning methods come in many forms, shapes and sizes. Some kinesthetic approaches are more about dealing away with the stress of sitting (in which situations students can use standing desks, or fidgets for their legs or hands), while others are using kinesthetic approaches as a core of a teaching method. 1. Take one theoretical claim or empirical finding that can be represented by a graph or scale. ; 2. Present finding or a theoretical claim to learners; 3. Ask them to imagine a classroom (or a part of it that is not occupied by chairs) as a graph; 4. Ask them to stand up and assume one position in the graph that corresponds with their experience or situation or attitude or belief; 4. Ask (some of) them to explain their position. How does it feel to occupy such a social situation or why do you assume such an attitude?; 5. Encourage them to question one another about their explanations; 6. Possibly, ask them to reconsider their position and assume another place.


Cuerpo-territorio is a participative knowledge sharing method rooted in South American practices, as well as indigenous, decolonial and feminist ontologies which understand knowledge, bodies and territories as united and interconnected. The methods use hands-on, visual ways to co-produce knowledge among participants. Namely, participants draw the territory on their bodies, in ways that take into account both their knowledge of the territory and their experiences of living in it. It can be used as a method to reflect on experiences among participants, share them and advocate for changes, but it can also be used as a participative research method. It is specifically well suited when dealing with sensitive political topics, with experiences of trauma, as well as with those in which participants should connect their bodies and feelings to wider surroundings and territory.