学术文献库

A major roadblock to effective climate education is the lack of radical visions (Kwauk, 2020) for engaging with climate change and related social-environmental crises in the classroom. Key aspects of the climate system: its inherent complexity and transdisciplinarity, the entanglement of social and natural systems, and the fact that it spans large scales of space and time - all present serious challenges to our modern, compartmentalized formal education systems. I present an argument for a justice-centered, inter-to-transdisciplinary conceptualization of climate change at the nexus of science, society and justice, which is designed to engage with the very features of the climate system that make it challenging. Based on pedagogical experiments in an undergraduate physics classroom for non-science majors, I identify five general barriers to teaching climate change, and formulate four dimensions of an effective climate pedagogy: the scientific-technological, the transdisciplinary, the onto-epistemological, and the psychosocial action dimensions. Within the context of a collaborative classroom culture informed by transformational learning, I describe the use of a meta-conceptual framework that, along with the issue of climate justice, seeks to realize all four dimensions of an effective climate pedagogy. This broad holistic framework is potentially adaptable to contexts and disciplines beyond undergraduate physics.