Action Researcher and PhD Student | Heidelberg University
PhD Student CORE TEAM
Lukas Herrmann is an action researcher and PhD student with Heidelberg University, Germany.
In his PhD, Lukas investigates the transformation of social fields through long-term whole-school co-creation processes based on a training program in 3 elementary schools with over 1,000 school kids in Berlin, Germany. The training program addresses in particular the schools’ 180 teachers by developing their mindfulness, empathy, and relational competence.
Lukas’ underlying research interest is to understand how schools can be supported to become compassionate holding spaces for the future, based on a lived respect for the dignity of children and adults alike. To this end Lukas seeks to co-establish a “social fields perspective,” integrating first person methodologies such as micro-phenomenology with systems thinking in order to study the lived experience within social systems.
Lukas worked at the Max-Planck-Institute for Social Neuroscience, and published on the contemplative training of perspective-taking and empathy. He studied psychology in Freiburg and Berlin (Humboldt University), Germany, and is a trained family therapist. As a facilitator and trainer, Lukas’ interest is to shift social fields to a deeper, more generative level. As a member of the Institute for Global Integral Competence and 2018 Fellow of the CMM Institute for Social Evolution, Lukas co-organizes the Witten Lab for Global Social Witnessing, bringing together scientists, artists, and activists to explore awareness-based practices for global citizenship at Witten-Herdecke University, Germany, in March 2020.
Through his participation in the Certification Program for Compassionate Systems Master Practitioners, Lukas aspires to deepen an embodied understanding of the linkage between inner and relational practices with organizational and systems dynamics in order to implement it in his PhD facilitation and research. His intention is to help access the depth of compassion and presence for the sake of flourishing everyday life and relationships in classrooms and organizations as well as to co-facilitate collective learning for personal, social and global responsibility.