Browsing by Subject "climate change education"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Lehtonen, Anna; Salonen, Arto; Cantell, Hannele; Riuttanen, Laura (2018)
    Climate change is a wicked problem of our time. It is a phenomenon that is difficult to combat with prevailing ways of thinking and behaving related to a modern understanding of humanity and education. In this article, the challenges of sustainability education are explored from the theoretical perspective of modern dichotomies. The article argues that to combat wicked problems of sustainability, awareness of interconnectedness is vital. In order to increase the understanding of what kind of dismantling of thinking in dichotomies and why the awareness of interconnectedness and pedagogical approaches are crucial in promoting sustainability, the literature of environmental philosophy, sociology and education are brought together with the literature of sustainability sciences and sustainability education. The principles of pedagogy of interconnectedness define the critical awareness of interconnectedness vital for sustainability education dealing with the wicked sustainability issues such as climate change. The pedagogy of interconnectedness underlines the essentiality of understanding of the world and humans as relational: recognizing the interdependence of society and nature, the local and global, and seeing the common reality as socially constructed and humanness and learning in a holistic way. A case of university pedagogy, the Climate.now online course material is presented and analysed as an example of interconnecting climate change education, how to implement the principle of pedagogy of interconnectedness in practice.
  • Lehtonen, Anna; Salonen, Arto O.; Cantell, Hannele (Springer International Publishing, 2018)
    Human activity is the most important factor determining our future. The rapid growths of population and materialistic ways of living have given rise to what many geologists now call the era of the Anthropocene. We argue that in order to solve the wicked problems of the Anthropocene—such as climate change—we need education to be organized around sensing and actualizing the full potential of a human being. It is necessary to clarify the goal of education and the ideals of society toward that pursuit. Climate change education supports building societies that are characterized by flexible, creative, adaptable, well-informed and inventive sustainable well-being communities. In this article, we define the special aspects of climate change education and ask: how could we educate people for transformation toward a sustainable future? What kind of holistic change in thinking and action is needed for the construction of hope and of a sustainable future? What kind of pedagogical approaches can promote full humanness?
  • Branchetti, Laura; Cutler, Marianne; Laherto, Antti; Levrini, Olivia; Palmgren, Kirsi Elina; Tasquier, Giulia; Wilson, Caitlin (2018)
    In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.