REVIEW: Groundswell
Co-narrator Woody Harrelson promises “not another depressing documentary” at the start of this one, and he’s right. Don’t expect Groundswell to absolutely blow you away; its storytelling isn’t markedly innovative, and the basic science has to be explained like in any climate-oriented documentary. But this one does feel different in its sheer vastness.
Filmmakers Joshua Tickell and Rebecca Harrell Tickell have put in the work, traveling to more than half a dozen countries and interviewing nearly two dozen experts on systems that work. It all builds up to a clarion call to consider regenerative agriculture as a macro solution to the climate crisis.
And it’s a convincing call, considering the many ways it’s working on a micro level, which the documentary visualizes and explains very well. This film is the third in a trilogy and may be the best yet, thanks to its expansive ambition and globally inclusive framework. The message is clear, compelling, and convincing. What more can you ask of a documentary?
Premiering as a Special Screening May 13 at the Cannes Film Festival 2026.
Originally published by Common Sense Media.
Images courtesy of Amazon Prime Video.
Thinking about making particle physics approachable, I find the smaller practical questions more interesting than a quick conclusion. An everyday analogy can help introduce an idea while still leaving room to explain its limits. It gives me a more concrete starting point for thinking about particle physics basics. I would be interested in a simple example, because it is often the ordinary details that make an idea memorable. Which comparisons make particle physics easier to picture without creating misconceptions?
When it comes to connecting school learning with Wasilkow, I would rather understand one useful detail properly than rush through a long list of ideas. A project about nearby places can give students a shared starting point for research. This is why I would approach Wasilkow school community with a specific question rather than a fixed expectation. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. Which community questions could students investigate through interviews or observation?
What interests me about supporting the move into secondary school is how a broad idea becomes part of an ordinary day. New routines can take time to become familiar even when a student enjoys the lessons. It gives me a more concrete starting point for thinking about secondary school transition. I would probably come back to this question after trying to work through one concrete example rather than deciding immediately. Which parts of the school day need the clearest introduction for new students?
Thinking about applying business training to everyday work, I find the smaller practical questions more interesting than a quick conclusion. A useful training exercise should connect a new idea with a situation people actually encounter. That is the kind of detail I would keep in mind while exploring practical business training. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. How would you check whether a workshop changes behaviour after it ends?
I can see why connecting values with everyday school life would invite discussion, since different people will bring different experiences to the same question. Kindness becomes easier to understand when it appears in ordinary classroom situations. It makes me curious about the practical side of values based education. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How can a school discuss values while leaving room for students' questions?