Scholars in the field of education for sustainable development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able (...) to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions. (shrink)

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education (...) will be unable to meet its task of knowledge transfer. This paper covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us. (shrink)

The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the (...) tragedy. And that is the challenge that we take up here. Though Garrett Hardin suggests that the solution is a governmental process that rules over all contenders, since a world government seems unlikely before the planet hits the tippy point, we suggest an educational initiative instead: one that holds a mirror up to the behaviour of individuals, rather than to the behaviour of individuals in groups. Such an educational initiative would be focused on priming individuals to keep constant track of what they do as individuals as opposed to focusing on the behaviour of humanity in general. Such an educational initiative would focus on tackling the “problem solvers” rather than just “the problem”. (shrink)

지구기후변화와 같이 초국가적이고 지구적인 환경문제에 대해서는 전통적인 국민국가 체계가 적절하게 대응하지 못한다는 문제 제기가 있다. 이러한 문제의 해결을 위해 사회구조적인 측면에 문제의식을 가지고 이를 생태적으로 건전하게 조정하여 재구성할 수 있는 새로운 시민성에 대한 논의가 나타나게 되었다. 이 연구는 이러한 맥락에서 등장한 ‘생태시민성’의 의미를 탐색하고, 우리 사회가 직면한 지구기후변화와 이에 대한 대응이라는 과제를 성찰적으로 바라보는데 있어 생태시민성이 갖는 가능성을 확인하는데 그 목적이 있다. 또한 이러한 논의를 바탕으로 생태시민성이 기후변화교육 또는 환경교육에 주는 시사점을 살펴보았다. 지구기후변화를 비롯하여 이 시대를 살아가는 시민들이 접하게 될 (...) 다양한 실천적 상황은 생태적 성찰과 역량을 요청하고 있다. 이 연구는 현재의 문제에 대한 해법을 찾고 새로운 사회의 방향성을 제시하기 위해 생태시민성이 갖는 개념 자체에 대한 논의에서 한걸음 나아가 지구기후변화 등과 같이 생태시민성을 적용하여 해석할 수 있는 현실의 문제를 다루었다. 이러한 과정을 통해 환경교육에서 지구기후변화를 다룰 때 주목해야 할 시사점을 확인할 수 있었다. 생태시민성이 갖는 비영역적 특성은 지구기후변화의 영향이 미치는 시공간적 스케일을 이해하고 시민의 역할이 무엇인지 확인하는데 도움을 주었고, 생태시민의 책무가 원인과 영향의 비대칭적인 분포에서 발생한다는 점은 기후변화교육에서 초점을 두어야 할 부분이 무엇인지 보여주었다. 지구기후변화라는 실천적 상황을 통해 생태시민성이 갖는 의미를 확인하고자 한 이 연구는 생태시민성 개념의 의미를 보여줄 뿐 아니라 현실 상황에 적용할 수 있는 가능성을 보여주었다. (shrink)

Climate change harms health and damages and diminishes environmental resources. Gradually it will cause health systems to reduce services, standards of care, and opportunities to express patient autonomy. Prominent public health organizations are responding with preparedness, mitigation, and educational programs. The design and effectiveness of these programs, and of similar programs in other sectors, would be enhanced by greater understanding of the values and tradeoffs associated with activities and public policies that drive climate change. Bioethics could (...) generate such understanding by exposing the harms and benefits in different cultural, socioeconomic, and geographic contexts, and through interdisciplinary risk assessments. Climate change is a bioethics problem because it harms everyone and involves health, values, and responsibilities. This article initiates dialog about the responsibility of bioethics to promote transparency and understanding of the social values and conflicts associated with climate change, and the actions and public policies that allow climate change to worsen. (shrink)

This paper assesses the charge that climate change denial is arrogant and considers the educational priorities most appropriate to fostering greater humility about the climate change problem. I argue that even denial formed in ignorance of the organised misinformation campaign often constitutes a kind of arrogance, but that it is quite possible to humbly doubt the climate change problem. In some cases denial flows from other more or less serious errors or vices, such as (...) ignorance, sincere but mistaken belief, dishonesty or selfishness. Those who press the arrogance charge also risk being arrogant in doing so. Educators can do a number of things to promote greater humility about climate change, including providing experiences that increase people's appreciation of their individual and general human limitations and improving their ability to distinguish credible from discreditable sources of scientific information and factual from normative dimensions of the climate change problem. (shrink)

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2–5 found that 2–45 min of physical–chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts, also increased climate-change acceptance—across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance. These readily available attitudinal and conceptual changes through scientific information disconfirm what we term “stasis theory”—which some researchers (...) and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people about climate science may be largely futile or even counterproductive—a view that appears historically naïve, suffers from range restrictions, and/or misinterprets some polarization and correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org—a website designed to directly enhance public “climate-change cognition.”. (shrink)

Based on the 2030 United Nations Agenda for Sustainable Development Goals (SDGs), it is urgent to effectively address the climate change’s urgency linked to all other 16 SDGs. This issue mainly reflects the progress made toward achieving the United Nation’s Sustainable Development Goals (SDGs), especially SDG 13 binding targets including improving education and public awareness-raising mechanisms for raising capacities of management, participation, mitigation, and adaptation strategies especially focusing on marginalized communities. The 2021 United Nations Climate (...) class='Hi'>Change Conference, also known as the COP26 summit (UNFCCC), highlighted this importance by bringing 25,000 delegates from 200 countries together in order to enhance international ambition toward mitigating climate change as outlined in the Paris agreement. From the Kyoto Protocol to the recent 2021 COP26 International Summit and Paris Agreement, decision-makers continue to grapple... -/- . (shrink)

Do forest owners’ levels of education or value profiles explain their responses to climate change? The cultural cognition thesis has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the (...) group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile. (shrink)

Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an (...) approach is inappropriate and, given the escalating crisis that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education. (shrink)

The Climate Anxiety Scale is a 13-item questionnaire for assessing climate anxiety as a psychological response to climate change. The CAS consists of two subscales, namely, cognitive impairment and functional impairment. This study aimed to validate the Polish version of the CAS. The sample included 603 respondents, aged 18–70 years. Based on the exploratory factor analysis results, we proposed a 3-factor solution, which seems to be theoretically more consistent with the content of the CAS statements. The (...) confirmatory factor analysis showed that the original 2-factor solution and the 3-factor one had a satisfactory and a good fit to the data, respectively, as well as both were invariant across different gender, age, and educational level categories. Despite the fact that the 3-factor solution had the best-fit indices, we recommended to examine the CAS structure in different samples and use the overall CAS score in cross-cultural research. Cognitive and functional impairment subscales were positively correlated with personal experience of climate change, behavioral engagement, environmental identity, and environmental motives, but they were negatively correlated with climate change denial and sense of safety. The CAS subscales were correlated with depressive symptoms, but contrary to expectations, they were not associated with anxiety symptoms and any cognitive coping strategies. The Polish version of the CAS has satisfactory psychometric properties. Overall, we reported low CA levels in the Polish sample. Women and younger people experienced higher CA. (shrink)

This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The (...) coconut image is an indigenous, holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)

China's political environment offers limited space for critical debates on domestic politics. In such a constrained environment, people tend to represent and articulate climate change issues without explicitly addressing their political aspects. The aim of this paper is to examine this political ambiguity in climate change discourses. Q methodology was employed to elicit the subjective positions of forty-five young and educated Chinese individuals. Three discourses were extracted: namely, prosaic environmentalism, co-operative economic optimism and actor scepticism. These (...) discourses do not indicate critical intent and deep engagement in the political arguments regarding climate change. This raises concern about the growth of climate citizenship within the country. (shrink)

Journal of Philosophy of Education, EarlyView.

One challenge posed by climate change education is that, despite the scientific consensus on human induced climate change, the issue is controversial and politicised. A recent poll conducted in the USA revealed that 45% of respondents did not believe that human activity is a key cause of climate change, while 8.3% denied that climate change was occurring at all. The poll also found that those with conservative political beliefs were far more (...) likely to deny anthropogenic climate change. The controversial nature of climate change is a double-edged sword for educators—offering both benefits and risks. Controversial topics can be engaging for students, allowing them to critically examine competing perspectives, justify opinions and, thus, develop and practice critical thinking skills. On the other hand, they may provoke classroom conflict and expose teachers to backlash from students, parents, colleagues or even members of the public, including accusations of indoctrination. This risk has resulted in some teachers adopting problematic approaches to teaching about climate change, such as presenting students with an impartial account of ‘both sides’ of the debate. Some climate change sceptics groups have even developed their own curriculum materials and lobbied for their implementation in schools in order to provide students with a ‘balanced’ account of the issue. These problems, and suggestions for overcoming them, are explored by several papers in this special issue. (shrink)

This paper offers a theoretical discussion on why the nursing profession has had a delayed response to the issue of climate change. We suggest this delay may have been influenced by the early days of nursing's professionalization. Specifically, we examine nursing's professional mandate, the generally accepted metaparadigm, and the grand theorists’ conceptualizations of both the environment and the nurse–environment relationship. We conclude that these works may have encouraged nurses to conceptualize the environment, as well as their relationship with (...) it, mainly in terms of the individual patient, and as such, nurses have not been encouraged to understand these concepts from a broader perspective. By not having the philosophical and theoretical foundations to understand the environment in relation to society, it is not surprising that nurses have had a delayed response to climate change and may not have viewed it as a professional concern. A planetary health perspective is suggested as a theoretical basis for nursing education, research and practice. Taking on a planetary health perspective could help nurses progress the profession and move healthcare systems towards supporting a climate‐resilient future. (shrink)

Climate change presents urgent ethical challenges. It causes us to revisit what it means to ‘do’ professionalism and invites us to enter what Fisher described as the ‘forgotten zone’ of human-nature relationships, posing the troubling question of whether we can continue to valorise a version of being human on the same terms as before.This article begins by considering the relevance of global warming to professional practice, foregrounding the commitment to do no harm. It poses as problematic the manner (...) in which climate change knowledges have been taken up by the ‘psy subject’. It concludes by considering how we might story different versions of being alive in, and to, the natural world. (shrink)

"A climate crisis and other pressures on planetary ecology are causing profound anxieties. Climate change threatens to trap hundreds of millions of people in dire poverty and to separate further an already deeply divided world. However, a new generation of activists is offering inspiration, serving as a hope-maker. This book offers an accessible and empirically informed philosophical discussion of climate change, global poverty, justice, and the importance of political responses, both internationally and domestically, that offer (...) hope. There are reasons enough to worry that the era of pervasive human planetary impact, the Anthropocene, could produce terrible global injustices and massive environmental destruction. But that need not be so. Since the Industrial Revolution growth in productive capacity and the egalitarian struggles to share its benefits widely have made another world possible. We still have reason to hope for a world in which international cooperation to manage Earth systems sustainably prevails, in which the natural treasures of the Earth are valued, in which a vision of prosperity is realized and the scourges of disease, ignorance, and poverty are overcome, in which powerful lobbies defending private interests that threaten sustainability are minimized and contained, and in which democratic politics responding to the values of an educated public prevail. The work of bringing about such a world is the work of mobilizing hope"--. (shrink)

Proponents of deliberative democracy believe deliberation provides the best chance of finding effective and legitimate climate policies. However, in many societies there is substantial evidence of biased cognition and polarisation about climate change. Further, many appear unable to distinguish reliable scientific information from false claims or misinformation. While deliberation significantly reduces polarisation about climate change, and can even increase the provision of reliable beliefs, these benefits are difficult to scale up, and are slow to affect (...) whole societies. In response, I propose a combined strategy of ‘thinking and nudging’. While deliberative theorists tend to view nudging askance, combining deliberation with nudges promises to be a timelier and more effective response to climate change than deliberation alone. I outline several proposals to improve societal deliberative capacity while reducing climate risks, including media reform, strategic communication and framing of debates, incentivising pro-climate behaviour change, and better education about science. (shrink)

Confucius is conventionally regarded as the founder of secular humanism and as a philosopher concerned about humans and culture. I would add to this that Confucius should also be read as an environmental philosopher. One reason is the pedagogical dimension in Confucianism, which points to Confucius as an environmental educator ? not the least of which since much of environmental education relies on common sense and an enlightened collective self-interest. Another reason is an aspect I call ?ecological intelligence?, which (...) is a key feature of ancient Confucianism and a signpost for the civil evolution that the mitigation of climate change demands from global civilization today. (shrink)

In this article I discuss a recent proposal according to which human beings are in need of moral enhancement by novel biomedical means in order to reduce the risk of catastrophes that could threaten the very possibility of continued human existence on this planet. I raise two objections to this proposal. The first objection claims that the idea that human beings could be morally enhanced by altering our emotional psychological inclinations, such as altruism, is misguided. In the line with Kantian (...) understanding of morality I argue that our morality is based on rationality and not on inclinations. If we take this view of morality it becomes clear that the proposed enhancement by biomedical means cannot be moral enhancement. What is enhanced is emotional aspect of our character, not our morality. People enhanced in this way would not act on the basis of their deliberate choices but on basis of preprogramed psychological inclination. This would in turn undermine our basic moral concept of freedom and, thereby, of moral responsibility. The second objection to the proposal show how the idea that moral enhancement by biomedical means should be mandatory violates political freedom of citizens. Faced with the objection that moral enhancement by biomedical means could be necessary in order to prevent catastrophic destruction of environment, in the final part of this chapter I try to point to education and liberal democracy as the alternative and morally acceptable ways of changing our behaviour. (shrink)

This paper examines structural barriers to the adoption of climate change mitigation practices and the evolution of a climate change ethic among American farmers. It examines how seed corn contracts in Michigan constrain the choices of farmers and allow farmers to rationalize the over-application of fertilizer and associated water pollution and greenhouse gas emissions. Seed corn contracts use a competitive “tournament” system where farmers are rewarded for maximizing yields. Interviews and a focus group were used to (...) understand fertilizer over-application and barriers to participating in a climate change mitigation program. Results indicate that farmers agree that they over-apply fertilizer but would be unlikely to participate in a mitigation program due to their contracts and lack of support from seed corn companies. Because only a few companies control access to the seed corn market, farmers feel they have few choices. Farmers rationalized their practices as their only option given the competitive nature of their contracts and blamed other sources of pollution. Despite increasing efforts to educate farmers about climate change, structural barriers will continue to constrain participation in mitigation efforts and the development of a climate change ethic. (shrink)

Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach EE, beyond (...) the presentation and transmission of ecological facts. I position my conceptual discussion around my own teaching experiences speaking about climate change with undergraduate students across several Education classes through 2019 to 2021. I situate these reflections within the current discourse on education and teaching in/for the Anthropocene. Throughout this discussion, I locate various ways in which much EE fails to contribute to student’s agency and empowerment by consistently reducing complex ecological phenomena to a set of problems, mainly economic/technological, to be fixed by technocracy. I propose that a contemplative–existential perspective to EE is capable of responding to these reductions, most basically by providing opportunities and practices for students to process their grief and other emotions through recognizing the Anthropocene as an inescapable reality, but also a reality that cannot be determinately imagined or predicted. (shrink)

Climate change, nutrition, poverty and medical drugs are widely discussed and pressing issues in science, policy and society. Despite these issues being of great importance for the quality of our lives it remains unclear how well people understand them. Specifically, do particular demographic and socioeconomic factors explain variation in public understanding of these four concepts? To what extent are people’s changes in understanding associated with changes in their behaviour? Do people judge scientific practices relying on the more descriptive (...) concepts of climate change and effective medical drugs to be more objective (less controversial) than practices relying on the more value-laden concepts of poverty and healthy nutrition? To address these questions, an experimental survey and regression analyses are conducted using data collected from about one thousand participants across different continents. The study finds that public understanding of science is generally low. A smaller proportion of people were able to correctly identify the common explanation accepted internationally among the scientific community for climate change and effectiveness of medical drugs (42% and 43% of participants in the study, respectively) than for poverty and healthy nutrition (61% and 65% of participants, respectively). Older age and political non-conservativeness were the strongest predictors of correctly understanding these four concepts. Greater levels of education and political non-conservativeness were in turn the strongest predictors of people’s reported changes in their behaviour based on their improved understanding of these concepts. Because climate change is among the least understood scientific concepts but is arguably the greatest challenge of our time, better efforts are needed to improve how media, awareness campaigns and education systems mediate information on the topic in order to tackle the large knowledge deficits that constrain behavioural change. (shrink)

Smallholder farmers are disproportionally vulnerable to climate change, and knowledge on cognitive factors and processes is required to successfully support their adaptation to climate change. Hence, we apply a qualitative interview approach to investigate smallholder farmers’ adaptation intentions and behavior. The theoretical Model of Private Proactive Adaptation to Climate Change has guided data collection and analysis. We conducted twenty semi-structured interviews with smallholder farmers living and working in Tiruchirappalli District in South India. We applied (...) a qualitative content analysis by combining a content-structuring with a type-building approach. The systematic analysis resulted in four types of smallholder farmers that differ in the formation of adaptation intentions. Three of these types intend to adapt and follow different adaptation plans: (i) innovative measures that are new to the farm or region and are considered effective to overcome the detriments experienced from past efforts, (ii) contractive measures such as selling land or livestock, and (iii) retaining past measures they consider effective while relying on their access to resources. Only one type does not intend to adapt, emphasizing that rain is absolutely necessary to continue farming. We conclude that public efforts could focus on education and training programs adjusted to the farmers’ needs, measures to maintain or increase the fertility of land and farmers’ livelihood, flexible water conservation technologies and regular checking of dams, fostering combined adaptation and mitigation measures, providing access to loans up to debt cancellation, and offering physical and mental health programs. (shrink)

Development plans at different levels – from local to global – aspire to eliminate poverty, famine, to make health care accessible, to create better access to education, to improve transportation, employment, and the quality of life, all within next decades. Yet, these plans collide with the reality of climate change, more precisely the Anthropocene, which already creates high-dimensional conflicts. These will only intensify within decades because climate change and other consequences of the environment global devastation (...) lead to a real decrease of resources. These resources enable not only development but also an elementary reproduction of the essential preconditions of life. The current model of development has substantially contributed to the intensification of unequal accessibility to resources and existing conflicts have thus heightened and new ones have emerged. Water as an essential resource will cause new conflicts. Growing population, expansion of deserts and a sea level rise then increase conflicts for the land. Heat waves occur more often which strengthens conflicts for land suitable for human life, meaning that inhabitable areas are spreading. Therefore there is a need to re-evaluate the character and hierarchy of resources and their accessibility, and also concepts of development. The existing development of humankind has been done at the expense of others in many cases and mainly at the expense of the environment. The current situation raises a question of climate justice from both historical and systematic viewpoints. It opens a need to reformulate the concept of human rights from the perspective of their essential environmental preconditions and to define the status of environmental migrants. (shrink)

Taking precautions to prevent harm. Whether principe de précaution, Vorsorgeprinzip, føre-var prinsippet, or försiktighetsprincip, etc., the precautionary principle embodies the idea that public and private interests should act to prevent harm. Furthermore, the precautionary principle suggests that action should be taken to limit, regulate, or prevent potentially dangerous undertakings even in the absence of absolute scientific proof. Such measures also naturally entail taking economic costs into account. With the environmental disasters of the 1980s, the precautionary principle established itself as an (...) operational concept. On the eve of the 1997 Climate Summit in Kyoto, precaution, as the precautionary principle is often referred to, has now become a key legal principle in environmental law, in general, and in current international climate negotiations, in particular, attempts to understand why. It examines in turn the natural affinity between the precautionary principle and climate change, reviews a series of issues which the principle raises, and discusses avenues which it opens paper, climate change fulfills the theoretical requirements set for the application of the precautionary principle. It comes as no surprise that the actual application of the precautionary principle in the context of climate change raises high political stakes. As a result, climate change science, in particular, and science, in general, is under the fire of politically-motivated scientific skeptics. Thus, by way of the counter-measures which must be put into effect, the precautionary principle calls for a greater sense of responsibility on the part of scientists and the public at large. Specifically, from scientists, it demands perseverance in rigor, excellence in communication, and committment to education. However, even if special efforts are made to implement the precautionary principle in the context of climate change, the success of climate change mitigation will constitute no test of the validity, the usefulness, or the efficiency of the precautionary principle. Indeed, the degree to which climate change mitigation succeeds only provides a measure of our kind's ability to manage responsibly the global commons which we inherited from our ancestors and which our generation enjoys, the global commons which we will pass on to today's children and to generations to come. (shrink)

This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway calls response-ability or the ability to respond. This energy ripples through monthly reading groups and workshops organised by this interdisciplinary collective that emerged organically in January 2020.

Dialectical thinking refers to a constellation of beliefs that consist of expectation of change, tolerance of contradiction, and holism. The current research explored whether dialectical thinking would affect people’s anticipation of climate change, which has been propagated globally. Study 1 compared the responses between Chinese participants, representing people from cultures that promote dialectical thinking, and North American participants, representing people from cultures that promote linear thinking. The results showed that Chinese participants demonstrated a stronger non-linear pattern regarding (...) the anticipation of climate change as compared with American participants, in which Chinese participants were more likely to anticipate a stable trend but less likely to anticipate an increasing trend for global warming. Study 2 with a manipulation of dialectical and linear thinking was conducted and provided some generally supportive evidence for the causal relation between dialectical beliefs and the anticipation of climate change. Implications for cross-cultural environmental research and international climate change education programs were discussed. (shrink)

Climate change is already a major global threat, but many of its worst impacts are still decades away. Many people who will eventually be affected by it still have opportunities to mitigate harm. When considering the avoidable burdens of climate change, it seems plausible victims will often share some responsibility for putting themselves into harm’s way. This fact should be incorporated into our thinking about the ethical significance of climate-induced harms, particularly to emphasize the importance (...) of differential abilities to get and stay out of harm’s way. Currently, many people face serious obstacles to reducing their vulnerability to climate change, such as poverty, lack of education, and political or legal obstacles to mobility. Climate policy discussions should do more to emphasize the alleviation of these sources of difficulties, thereby empowering people to choose what risks they will bear in a warming world. (shrink)

Last year I flew to two bioethics conferences, one in Europe and one in North America. I also flew to Taiwan to teach abroad for a year. These were good things to do, or so I thought. I contributed to educational events, learned more about bioethics, and visited with friends and colleagues. But I worry that flying and other activities in my life are contributing to climate changes that will affect the health of vulnerable people, the life prospects of (...) future generations, and the balance of the natural world.I sometimes imagine a dialogue with a young person, twenty years from now, when the climate crisis is much worse.What were you people in bioethics thinking? You flew to conferences all over the world, emitting .. (shrink)

In 2020, COVID-19, the Australia bushfires, and other global threats served as vivid reminders that human and nonhuman fates are increasingly linked. Human use of nonhuman animals contributes to pandemics, climate change, and other global threats which, in turn, contribute to biodiversity loss, ecosystem collapse, and nonhuman suffering. Jeff Sebo argues that humans have a moral responsibility to include animals in global health and environmental policy. In particular, we should reduce our use of animals as part of our (...) pandemic and climate change mitigation efforts and increase our support for animals as part of our adaptation efforts. Applying and extending frameworks such as One Health and the Green New Deal, Sebo calls for reducing support for factory farming, deforestation, and the wildlife trade; increasing support for humane, healthful, and sustainable alternatives; and considering human and nonhuman needs holistically. Sebo also considers connections with practical issues such as education, employment, social services, and infrastructure, as well as with theoretical issues such as well-being, moral status, political status, and population ethics. In all cases, he shows that these issues are both important and complex, and that we should neither underestimate our responsibilities because of our limitations, nor underestimate our limitations because of our responsibilities. Both an urgent call to action and a survey of what ethical and effective action requires, Saving Animals, Saving Ourselves is an invaluable resource for scholars, advocates, policy-makers, and anyone interested in what kind of world we should attempt to build and how. (shrink)

Can investing in women’s agriculture increase productivity? This paper argues that it can. We assess climate and gender bias impacts on women’s production in the global South and North and challenge the male model of agricultural development to argue further that women’s farming approaches can be more sustainable. Level-based analysis (global, regional, local) draws on a literature review, including the authors’ published longitudinal field research in Ghana and the United States. Women farmers are shown to be undervalued and to (...) work harder, with fewer resources, for less compensation; gender bias challenges are shared globally while economic disparities differentiate; breaches of distributive, gender, and intergenerational justices as well as compromise of food sovereignty affect women everywhere. We conclude that investing in women’s agriculture needs more than standard approaches of capital and technology investment. Effective ‘investment’ would include systemic interventions into agricultural policy, governance, education, and industry; be directed at men as well as women; and use gender metrics, for example, quotas, budgets, vulnerability and impacts assessments, to generate assessment reports and track gender parity in agriculture. Increasing women’s access, capacity, and productivity cannot succeed without men’s awareness and proactivity. Systemic change can increase productivity and sustainability. (shrink)

Civic media literacy entails understanding complex topics and events that are increasingly mediated by digital sources of information and where it can be challenging to evaluate the reliability merits of these sources. The goal of this study was to discern the ways undergraduate preservice social studies teachers with different climate change beliefs read and evaluated the reliability of four diverse Web sources about the complex socioscientific topic of climate change. Findings highlight clear alignment between most participants (...) with climate change beliefs at either end of a beliefs continuum with less alignment for participants with climate change beliefs toward the middle of a continuum. Findings also point to the benefits of whole group deliberation to help participants more critically evaluate a Web source that opposed the scientific consensus about climate change. In an age of “alternative facts,” this study points to the importance of students and educators having opportunities to evaluate, discuss, and determine the credibility of a range of online sources. (shrink)

Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students’ development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students’ agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others’ viewpoints. (...) Central theoretical perspectives include inquiry-based dialogues and students’ lived democracy. This research draws on data from a classroom activity where 15–16-year-old students in Norway investigate controversial issues related to electrifying offshore oil platforms. The students are in a learning situation, and the teacher wants them to learn about climate change and the oil industry and the skills and attitudes needed to participate in inquiry-based dialogues. The dialogues show that students bring knowledge, opinions and attitudes from outside school, characteristics that are crucial for students’ engagement. We discuss how teachers can facilitate students’ further engagement by addressing multiple aims of inquiry-based dialogues. (shrink)

People who believe they have greater efficacy to address climate change are more likely to engage in pro-environmental behaviour. To confront the climate crisis, it will therefore be essential to understand the processes through which climate change efficacy is promoted. Some interventions in the literature assume that efficacy emerges from analytic reasoning processes: that it is deliberative, verbal, conscious, and influenced by information and education. In the current paper, we critique this notion. We review (...) evidence showing that climate change efficacy perceptions are (a) associated with climate-related distress and threat, (b) prescribed by social norms, (c) associated with social desirability and identity-expressive concerns, (d) surprisingly difficult to change through explicit, verbal instruction, but (e) responsive to imagery. We conclude by examining applied implications of these five propositions and discuss why non-analytic processes might (ironically) be beneficial for sustaining green activism. (shrink)

BackgroundYouth are increasingly aware of the negative effects of climate change on the planet and human health, but this knowledge can often come with significant affective responses, such as psychological distress, anger, or despair. Experiencing major “negative” emotions, like worry, guilt, and hopelessness in anticipation of climate change has been identified with the term eco-anxiety. Emerging literature focuses on adults' experience; however, little is known about the ways in which children and youth experience eco-anxiety.ObjectivesThe aim of (...) this review was to: identify the available evidence on the topic of eco-anxiety in children, clarify the mental health consequences brought by the awareness of climate change in this population, and identify knowledge gaps in the literature and considerations for future research.MethodsGiven that the research on the topic of eco-anxiety in children is limited, that there are very few randomized controlled trials, and that the goal is not to analyze individual studies in-depth, a scoping review was used. Keywords pertaining to the themes of eco-anxiety, climate change and children were used as search terms in five databases. Journal articles using qualitative and quantitative methods, as well as gray literature were examined by two independent reviewers. A descriptive-analytical method was used to chart the data that emerged from the literature. Eighteen articles were considered in the final analysis.ResultsEvidence confirms that children experience affective responses and eco-anxiety in reaction to then awareness of climate change. Mental health outcomes include depression, anxiety, and extreme emotions like sadness, anger, and fear. Youth from vulnerable communities, like indigenous communities, or those who have strong ties to the land are often identified as being emotionally impacted by climate change. The literature analyzed also describes how children and youth are coping with eco-anxiety, including maladaptive and adaptive responses. Preliminary considerations for parents, teachers and educators, mental health care providers, school systems, adults and people of power include adding age-appropriate climate education to the school curriculum, considering youth's emotions, and promoting healthy coping through empowerment. Important gaps exist in the definition of eco-anxiety in youth, as various characterizations of this emerging concept are found across articles. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, (...) such as compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

In this essay, Stefano Oliverio engages with the question of how to think about education in times of climate change and the “intrusion of Gaia” by establishing a dialogue between Bruno Latour's political ecology and John Dewey's appeal to the need to bring a genuine Copernican revolution to fruition. Oliverio argues that the panoply of conceptual tools Dewey fashioned by recognizing the influence of Darwin on philosophy not only maintains its topicality but can be fruitfully deployed to (...) make sense of our contemporary condition and to frame an earthbound education. On the other hand, the encounter with the views of contemporary thinkers reflecting on the New Climate Regime and the endeavors it invokes may help us to recontextualize the Deweyan heritage in order to “face Gaia.” In this horizon, the idea of the school as a site of collective inquiry is acclimatized to the new existential situation, and its significance in promoting an art of the learning of attention to contrast the contemporary negligence and risk of barbarism is vindicated. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, (...) such as compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

Imagine entering a public high school history classroom. A student suggests the American Constitution was ratified in 1952. If a teacher corrected the student noting that New Hampshire became the n...

This article presents a new classroom experiment in order to illustrate and initiate discussion on the public good provision of prevention of dangerous anthropogenic climate change. The classroom game aids students’ understanding of the difficulty associated with funding public goods; the role of fairness in climate change negotiations; the risks associated with catastrophic climate change impact; and the free riding concept. The classroom game has been played in various business, economics and political science courses. (...) Feedback received from students indicates a rewarding learning experience. (shrink)

ABSTRACT ‘Facts remain robust only when … supported by a common culture,’ observes Bruno Latour. Current debates over the veracity of climate change are, in actuality, crises of facts. Questions of facticity have, moreover, precipitated a deeper issue – the prospects of unshared, ‘alternative’ worlds. Climate science believers have one world, climate change deniers another, creating what Latour calls ‘epistemological delirium.’ Following Latour, the paper turns to Pierre Hadot’s description of Stoic physics and understanding of (...) philosophy as spiritual exercise. Finally, taking up both Latour’s claims of ‘alternative worlds’ and Hadot’s notion of spiritual exercise, this paper explores the possibilities of shared practices in light of unshared realities. (shrink)