Questions? Ideas? Dialogue welcome.

The ARK is an open, learning project. If you read the Public Impact Brief and would like to deepen or question certain aspects, we invite you to join our public dialogue. There you can:

• ask clarification questions

• discuss functions and impact logic

• contribute impulses, critique, or ideas

Join the AI supported dialogue with the ARK crew
Click opens a public group chat.

Public Impact Brief

1. Overview

The ARK is a social system for learning, participation, and qualification that enables individuals, communities, and institutions to implement regenerative activities effectively, visibly, and in a lasting way. It connects:

• education

• collective action

• ecological regeneration

• social — and, in perspective, economic — recognition

At its core lies a simple but often unresolved question:

How can socially necessary, regenerative activities
be learned, coordinated, and sustained over the long term?

2. Context

Many sustainability and education initiatives remain limited because:

• learning is disconnected from real places

• engagement is project‑based and short‑lived

• responsibility is not clearly anchored

• commons and care work remain invisible

ARK addresses this by systematically linking learning, action, responsibility, and recognition.

3. What does “ARK” mean?

ARK describes three interconnected dimensions of impact:

• Activate – enabling and empowering people

• Restore – regenerating ecological and social systems

• Know – understanding bioregional, ecological, and cultural contexts

ARK is therefore not a single tool, but a learning, development, and action system.

4. Impact Logic & Development Phases

Phase 1 – Learning Communities

Goal: Anchor learning and action locally

• building learning and action communities

• connecting education with concrete practice

• using shared best practices

Outcome: agency, social cohesion, trust

Phase 2 – Internet of Nature

Goal: Develop bioregional responsibility

• learning in real natural and living environments

• documenting species, places, and ecological relationships

• building bioregional identity

Outcome: responsibility for ecological systems beyond individual consumption choices

Phase 3 – Remuneration of Regenerative Activities

Goal: Enable new forms of social recognition

• development of a conditional income model

• remuneration for verifiable regenerative, social, and educational contributions

• recognition of:

  • ecosystem services

  • commons work

  • knowledge and care work

Not an unconditional basic income,
but income for socially necessary contributions
that today often remain unpaid.

5. From Vision to Practice: Roles & Trainings

The ARK does not scale through centralized programs,
but through clearly defined roles and qualification pathways.

Foundational Roles

• Learners 
  engage in activities and learning paths

• Guides
  design learning activities and use best practices

These roles are openly accessible.

Mentor Roles (Implementation & Scaling)

The ARK distinguishes three interrelated mentor roles:

• Community Mentors
  facilitate learning and action in communities
  (e.g. school classes, learning sites, neighborhoods)

• Commons Mentors
  steward shared resources, places, or themes
  (e.g. public spaces, educational commons, municipal projects)

• Ecoregion Mentors
  anchor learning and action in bioregional ecological contexts
  and accompany other mentors

Publicly available, decentralised trainings already exist for Community and Commons Mentors.

These roles form an embedded structure: Community → Commons → Ecoregion

6. Application in Different Contexts

• Schools
  Students act as learners; teachers as guides or community mentors.
  Learning is connected with real places and ecosystems.

• Municipalities & local governments
  Commons mentors structure participation, stewardship, and education in public space.

• Civil society & NGOs
  Act in different roles to contribute thematic expertise.

This enables scalable impact without centralisation.