Rather than educating the youth about the Anthropocene, educators must conceive their task as educating in the Anthropocene (Wallenhorst and Pierron, 2019). As such, education cannot only be conceived as an existential issue of striving to live well and at peace in current conflictual societies. Instead, it must be radically transformed as climate change represents an ultimate existential threat concerning the future survival of (non)-humankind (Bonneuil, 2022; Sæverot, 2022). A fundamental question thus is about what earth we want to leave for our children and what children we want to leave for our planet (Rhabi, 2010). Unfortunately, the gravity of this question often leaves pedagogues empty-handed. Where to begin and where to go; what to hope for in the Anthropocene era (Straume, 2019)? However, it also must be stated that emergent eco-cultural activities at school are flourishing in many places (see, for instance, "Profs en transition," a national teacher network for outdoor education in France). For exploring the notion of existential education in the Anthropocene (Wallenhorst and Pierron, 2019), we suggest in this contribution discussing a specific experience of creating community with nature, looking at the concrete work of planting trees. Based on the pedagogical innovation from the French NGO LIKEN, we discuss educational experiences of resonance with trees (Rosa, 2022; Wallenhorst, 2021) and convivialist community upbuilding (Convivialist International (2020). LIKEN located in Pau southwest of France has been a charity for environmental preservation since 2015. Their associative projects link art, nature, and education with participants of different ages and social backgrounds. One key mission is to restore urbanized areas with trees re-inhabiting Pau's schoolyards, public space, and University campuses. The small data collection consists of interviewing students and volunteers through anonymous questionnaires conducted during the school year of 2023. The respondents are both new-coming and returnee participants in LIKEN's planting project. The study is in progress, and the contribution will highlight respondents' personal experiences. However, the data collected through the study only can show glimpses of resonance and convivialist education as existential education cannot be comprehended once and for all, keeping its foundational openness. The abstract further explores doing community with trees in higher education (Brossard Børhaug & Meunier Kjetland, under publication). In the present contribution, we expand our theoretical focus for reflecting on existential convivialist and resonance education by doing community with trees through respondents' perceptions.

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