At a public middle school in Arizona, educator Ben Curtiss leads a sustainability-driven, project-based learning initiative that reimagines what school can be. Grounded in agroecology, regenerative systems, and community connection, Ben's classroom extends far beyond four walls. Together with his students and colleagues, he cultivates living systems, including composting, hydroponics, and seasonal planting; while also nurturing student agency, scientific inquiry, and ethical responsibility. The heart of this work is not just the garden or the data, but the relational practice of learning together.

Ben’s pedagogy is also deeply attuned to navigating tensions and dilemmas. Rather than simplify sustainability to good-versus-bad behaviors, he introduces students to complexity. For instance, as the Arizona heat intensified, Ben led conversations about the implications of climate extremes on their garden, asking: How do we adapt our systems in conditions we can’t fully control? What does it mean to compost during drought? These dilemmas became invitations for students to Imagine Preferred Futures—not in the abstract, but right there, in their classroom-turned-garden. Students proposed ways to build shade, conserve water, and redesign systems for resilience. Through this, Ben consistently fosters Agentic Action. He opens up leadership roles—students teach hydroponics to peers, design marketing materials for their farmers market, and speak with community members about food justice. Importantly, Ben steps back at key moments, making space for students to lead, experiment, and sometimes fail. But his presence is always felt: as a guide, a co-learner, and a facilitator of possibility.