H κλιματική κρίση ως «φαύλο» πρόβλημα και μαθησιακό αντικείμενο. Θεωρητικές, ερευνητικές και διδακτικές επισημάνσεις με άξονα την εκπαίδευση για την κλιματική αλλαγή


Μαρία Δασκολιά
https://orcid.org/0000-0001-7350-948X
Abstract

Όλοι οι τομείς δράσης για την αντιμετώπιση της σύγχρονης κλιματικής κρίσης απαιτούν την υιοθέτηση μετασχηματιστικών προοπτικών με όραμα την αειφορία. Η εκπαίδευση ειδικότερα αναγνωρίζεται ως κεντρικός παράγοντας στην ανάληψη και καλλιέργεια ενός τέτοιου προσανατολισμού, μέσα από την εννοιολόγηση της κλιματικής κρίσης και των προκλήσεων που εμπεριέχει και την ενεργοποίηση και ενδυνάμωση ατόμων και κοινοτήτων απέναντι σε αυτή. Αξιοποιώντας και προεκτείνοντας τη θεωρία και την πράξη της Περιβαλλοντικής Εκπαίδευσης και της Εκπαίδευσης για την Αειφόρο Ανάπτυξη, στους κόλπους των οποίων γεννήθηκε και εντάσσεται η εκπαίδευση για την κλιματική αλλαγή, θεωρούμε ότι μπορεί να μπορεί να συμβάλλει σε μια ανανέωση της προβληματικής τους και παράλληλα να προσφέρει νέα πεδία εστίασης στην εκπαιδευτική θεωρία, έρευνα, πολιτική και πρακτική. Στο παρόν άρθρο προσεγγίζουμε την κλιματική αλλαγή ως ένα ιδιαίτερο κοινωνικο-περιβαλλοντικό ζήτημα και μαθησιακό αντικείμενο με τα χαρακτηριστικά του «φαύλου» προβλήματος, η αντίληψη, γνωστική και συναισθηματική διαχείριση του οποίου προσκρούει σε μια σειρά από εσωτερικούς ψυχολογικούς μηχανισμούς και εμπόδια. Χρησιμοποιούμε τη θεωρητική ανάλυση και την ερευνητική μαρτυρία για να φωτίσουμε πλευρές και διαστάσεις της ανθρώπινης εμπλοκής με τις προκλήσεις που θέτει η κλιματική αλλαγή ως ένα τέτοιο «φαύλο» πρόβλημα. Τέλος, προτείνουμε ένα πλαίσιο διδακτικών όρων σε επίπεδο εκπαιδευτικού σχεδιασμού και μεθοδολογικών επιλογών, που διασφαλίζει συμβατές και κατάλληλες παιδαγωγικές προσεγγίσεις και πιο αυθεντικές μαθησιακές εμπειρίες, για μια περιβαλλοντική εκπαίδευση με στόχο την αειφορία και θεματική επικέντρωση την κλιματική αλλαγή.

Article Details
  • Sezione
  • Articles
Downloads
I dati di download non sono ancora disponibili.
Riferimenti bibliografici
Bar-Anan, Y., Liberman, N., & Trope, Y. (2006). The association between psychological distance and construal level: evidence from an implicit association test. Journal of Experimental Psychology: General, 135(4), 609.
Chang, C.H. (2015). Teaching climate change–a fad or a necessity?. International Research in Geographical and Environmental Education, 24(3), 181-183.
Cross, I.D., & Congreve, A. (2021). Teaching (super) wicked problems: authentic learning about climate change. Journal of Geography in Higher Education, 45(4), 491-516.
Crowley, K., & Head, B.W. (2017). The enduring challenge of ‘wicked problems’: Revisiting Rittel and Webber. Policy Sciences, 50(4), 539–547. https://doi.org/10.1007/s11077-017-9302-4
Δασκολιά, Μ. (2015). Η έννοια της αειφορίας ως μεθοριακό αντικείμενο μάθησης. Μια εκπαιδευτική παρέμβαση. Στο Ε. Μανωλάς (Επιμ.), Περιβαλλοντική Πολιτική: Θεωρία και Πράξη. Τόμος προς τιμήν του Αλκιβιάδη Δερβιτσιώτη, (σσ. 42-55). Ορεστιάδα: Τμήμα Δασολογίας και Διαχείρισης Περιβάλλοντος και Φυσικών Πόρων, Δημοκρίτειο Πανεπιστήμιο Θράκης (ISBN: 978-960-9698-09-2).
Δασκολιά, Μ. (2017). Περιβαλλοντική συνείδηση και συμπεριφορά. Στο Ε. Μανωλάς (Επιμ.), Περιβαλλοντική Κοινωνιολογία (σσ. 215-240). Αθήνα: Gutenberg.
Δασκολιά Μ. (2020). Διδάσκοντας και μαθαίνοντας για την Κλιματική Αλλαγή. Προκλήσεις και επισημάνσεις με βάση την έρευνα στην Περιβαλλοντική Εκπαίδευση για την Αειφορία. Για την Περιβαλλοντική Εκπαίδευση, 20(65).
Daskolia, M. (2022a). Exploring the beliefs, concerns and understandings about climate change of Greek university students from the Social Sciences and Humanities. In W. Leal Filho, & E. Manolas (Eds.), Climate Change in the Mediterranean and Middle Eastern Region, (pp. 473-498). Springer, Cham. https://doi.org/10.1007/978-3-030-78566-6_23
Daskolia, M. (2022b). Climate change literacy and concerns among Greek university students with a non-science background. EDULEARN22 Proceedings, 10046-10054, 14th International Conference on Education and New Learning Technologies, IATED, ISBN 978-84-09-42484-9. https://dx.doi.org/10.21125/edulearn.2022.2427
Daskolia, M., Kynigos, C., & Kolovou, A. (2018). Addressing Creativity in the Collaborative Design of Digital Books for Environmental and Math Education. In T. Mikropoulos (Ed), Research on e-Learning and ICT in Education, (pp. 69-86). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-95059-4_4
Daskolia, M., Trigatzi, A., Piera, J., Woods, S.M. & Bonnet, P. (2022). Citizen science and environmental oral history in climate education: Integrating the use of a citizen observatory for biodiversity in a climate change education project. In ICERI2022 Proceedings, (pp. 6974-6983), 15th annual International Conference of Education, Research and Innovation, 7-9 November, 2022. Seville, Spain. http://doi.org/10.21125/iceri.2022.1767
Davidson, G., & Catling, S. (2016). Towards the question-led curriculum 5–14. In C. Fisher & T. Binns (Eds.), Issues in Geography Teaching, (pp. 271-295). London: Routledge.
Dewulf, A. (2013). Contrasting frames in policy debates on climate change adaptation. WIREs Climate Change, 4(4), 321–330. https://doi.org/10.1002/wcc.227
Drewes, A., Henderson, J., & Mouza, C. (2018). Professional development design considerations in climate change education: teacher enactment and student learning. International Journal of Science Education, 40(1), 67-89.
Fielding, K.S., & Hornsey, M.J. (2016). A social identity analysis of climate change and environmental attitudes and behaviors: Insights and opportunities. Frontiers in Psychology, 7, 121.
Gibson, R. & Fox, M. (2013). Simple, Complex and Wicked Problems. Ανακτήθηκε από: https://mofox.com/wp-content/uploads/2018/10/Simple-Complex-Wicked-ProblemsSummaryChart.pdf
González-Gaudiano, E.J., & Meira-Cartea, P.Á. (2019). Environmental education under siege: Climate radicality. The Journal of Environmental Education, 50(4-6), 386-402.
Hansen, G., & Stone, D. (2016). Assessing the observed impact of anthropogenic climate change. Nature Climate Change, 6(5), 532-537.
Henderson, J., Long, D., Berger, P., Russell, C., & Drewes, A. (2017). Expanding the foundation: Climate change and opportunities for educational research. Educational Studies, 53 (4), 412–425.
Henderson, J. (2019). Learning to teach climate change as if power matters. Environmental Education Research, 25(6), 987–990.
Incropera, F.P. (2016). Climate change: a wicked problem: complexity and uncertainty at the intersection of science, economics, politics, and human behavior. Cambridge: Cambridge University Press.
Intergovernmental Panel on Climate Change (IPCC). (2001). Climate change 2001: Synthesis report: Contribution of working groups I, II, and III to the third assessment report of the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press.
Intergovernmental Panel on Climate Change (IPCC). (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II, and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, Pachauri, R.K., & Reisinger, A. (Eds.)]. IPCC.
Intergovernmental Panel on Climate Change (IPCC). (2014). Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II, and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri, & L.A. Meyer (Eds.)]. IPCC.
Jones, C., Hine, D. W., & Marks, A. D. (2017). The future is now: reducing psychological distance to increase public engagement with climate change. Risk Analysis, 37(2), 331-341.
Jorgenson, S.N., Stephens, J.C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160-171.
Kagawa, F., & Selby, D. (Eds.). (2010). Education and Climate Change: Living and Learning in Interesting Times. New York, London: Routledge.
Kagawa, F., & Selby, D. (2012). Ready for the storm: Education for disaster risk reduction and climate change adaptation and mitigation. Journal of Education for Sustainable Development, 6 (2), 207–217.
Kaufman, S., Lewicki, R., & Coben, J. (2013). Teaching wickedness to students: Planning and public policy, business, and law. Educating negotiators for a connected world, 4, 511-538.
Kenis, A., & Mathijs, E. (2012). Beyond individual behaviour change: the role of power, knowledge and strategy in tackling climate change. Environmental Education Research, 18(1), 45-65.
Kynigos, C., & Daskolia, M., (2021). Boundary crossing creativity in the design of digital resources for teaching and learning about climate change. Creativity. Theories-Research-Applications, 8(1), 213-235. https://sciendo.com/pdf/10.2478/ctra-2021-0013
Læssøe, J., & Mochizuki, Y. (2015). Recent trends in national policy on education for sustainable development and climate change education. Journal of Education for Sustainable Development, 9(1), 27-43.
Lazarus, R.J. (2009). Super wicked problems and climate change: Restraining the present to liberate the future. Cornell Law Review, 94(5), 1153
Lee, K., Gjersoe, N., O’Neill, S., & Barnett, J. (2020). Youth perceptions of climate change: A narrative synthesis. Wiley Interdisciplinary Reviews: Climate Change, 11(3), e641.
Lehtonen, A., Salonen, A., Cantell, H., & Riuttanen, L. (2018). A pedagogy of interconnectedness for encountering climate change as a wicked sustainability problem. Journal of Cleaner Production, 199, 860-867.
Leviston, Z., Price, J., & Bishop, B. (2014). Imagining climate change: The role of implicit associations and affective psychological distancing in climate change responses. European Journal of Social Psychology, 44(5), 441-454.
Ludwig, D. (2001). The era of management is over. Ecosystems, 4, 758-764.
McDonald, R.I., Chai, H.Y., & Newell, B.R. (2015). Personal experience and the ‘psychological distance’ of climate change: An integrative review. Journal of Environmental Psychology, 44, 109-118.
Mintrom, M., & Luetjens, J. (2017). Policy entrepreneurs and problem framing: The case of climate change. Environment and Planning C: Politics and Space, 35(8), 1362–1377. https://doi.org/10.1177/2399654417708440
Monroe, M.C., Oxarart, A., & Plate, R.R. (2013). A role for environmental education in climate change for secondary science educators. Applied Environmental Education & Communication, 12(1), 4-18.
Monroe, M.C., Plate, R.R., Oxarart, A., Bowers, A., & Chaves, W.A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791-812.
Moser, S.C. (2016). Reflections on climate change communication research and practice in the second decade of the 21st century: what more is there to say?. Wiley Interdisciplinary Reviews: Climate Change, 7(3), 345-369.
Newell, P., Srivastava, S., Naess, L.O., Torres Contreras, G.A., & Price, R. (2021). Toward transformative climate justice: An emerging research agenda. Wiley Interdisciplinary Reviews: Climate Change, 12(6), e733.
Norgaard, K.M. (2011) Living in Denial: Climate Change, Emotions, and Everyday Life. Cambridge: MIT Press.
Peters, B.G., & Tarpey, M. (2019). Are wicked problems really so wicked? Perceptions of policy problems. Policy and Society, 38(2), 218–236. https://doi.org/10.1080/14494035.2019.1626595
Peters, K.E. (2018). Living with the wicked problem of climate change. Zygon, 53(2), 427–442. doi:10.1111/zygo.12400
Pidgeon, N., & Fischhoff, B. (2011). The role of social and decision sciences in communicating uncertain climate risks. Nature Climate Change, 1(1), 35-41.
Plutzer, E., McCaffrey, M., Hannah, A.L., Rosenau, J., Berbeco, M., & Reid, A.H. (2016). Climate confusion among US teachers. Science, 351(6274), 664-665.
Pörtner, H.O., Roberts, D.C., Adams, H., Adler, C., Aldunce, P., Ali, E. & Fischlin, A. (2022). Climate change 2022: Impacts, adaptation and vulnerability. IPCC Sixth Assessment Report. https://report.ipcc.ch/ar6/wg2/IPCC_AR6_WGII_FullReport.pdf
Pryshlakivsky, J., & Searcy, C. (2013). Sustainable development as a wicked problem. In S.F. Kovacic & A. Sousa-Poza (Eds.), Managing and Engineering in Complex Situations (Vol. 21), (pp. 109-128). Dordrecht: Springer Science & Business Media.
Rasborg, K. (2012). ‘(World) risk society’ or ‘new rationalities of risk’? A critical discussion of Ulrich Beck’s theory of reflexive modernity. Thesis Eleven, 108(1), 3-25.
Reid, A. (2019). Climate Change Education and Research: Possibilities and Potentials versus Problems and Perils?. Environmental Education Research, 25(6), 767-790.
Rittel, H.W. J., & Webber, M.M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
Roberts, M. (2022). Powerful pedagogies for the school geography curriculum. International Research in Geographical and Environmental Education, 1-16.
Sacchi, S., Riva, P., & Aceto, A. (2016). Myopic about climate change: Cognitive style, psychological distance, and environmentalism. Journal of Experimental Social Psychology, 65, 68-73.
Shea, N.A., Mouza, C., & Drewes, A. (2016). Climate change professional development: Design, implementation, and initial outcomes on teacher learning, practice, and student beliefs. Journal of Science Teacher Education, 27(3), 235-258.
Spence, A., Poortinga, W., & Pidgeon, N. (2012). The psychological distance of climate change. Risk Analysis: An International Journal, 32(6), 957-972.
Star, S.L., & Griesemer, J.R. (1989). Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19(3), 387-420.
Sterling, S. (2017). Assuming the future: Repurposing education in a volatile age. In B. Jickling and S. Sterling (Eds.), Post-Sustainability and Environmental Education: Remaking education for the future, Palgrave Studies in Education and the Environment, (pp. 31-45). Cham, Switzerland: Springer.
Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117(2), 440-463.
Φλογαΐτη Ε., Λιαράκου Γ., Γαβριλάκης Κ. (2021). Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο.
UN (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
UNESCO & UNFCCC (2016). Action for climate empowerment: guidelines for accelerating solutions through education, training and public awareness. https://unesdoc.unesco.org/ark:/48223/pf0000246435
UNESCO & UNFCCC (2019). Country progress on climate change education, training and public awareness: an analysis of country submissions under the United Nations Framework Convention on Climate Change. https://unesdoc.unesco.org/ark:/48223/pf0000372164?posInSet=22&queryId=fe566d33-9fca-49bc-937b-d62924be3063
UNESCO (2009). Education for Sustainable Development and Climate Change. Paris: Unesco. http://unesdoc.unesco.org/images/0017/001791/179122e.pdf
UNESCO (2010). Climate change education for sustainable development: the UNESCO climate change initiative. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000190101?posInSet=17&queryId=fe566d33-9fca-49bc-937b-d62924be3063
UNESCO (2012a). Education sector responses to climate change: background paper with international examples. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000215305?posInSet=31&queryId=fe566d33-9fca-49bc-937b-d62924be3063
UNESCO (2012b). Education for sustainable development: good practices in addressing climate change. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000220304?posInSet=48&queryId=fe566d33-9fca-49bc-937b-d62924be3063
UNESCO (2014). UNESCO roadmap for implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000230514?posInSet=1&queryId=a80158ad-27d6-4ea1-a579-1f1799a13021
UNESCO (2017a). Changing Minds, not the Climate: The Role of Education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000266203?posInSet=53&queryId=fe566d33-9fca-49bc-937b-d62924be3063
UNESCO (2017b). UNESCO at COP23: climate change education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000260083?posInSet=1&queryId=ba59fab4-509f-4d1d-b5ee-351bf0017f3c
UNESCO (2017c). Education for Sustainable Development Goals: learning objectives. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444?posInSet=2&q
UNFCCC (1992). United Nations Framework Convention on Climate Change. https://unfccc.int/resource/docs/convkp/conveng.pdf
UNFCCC (2015). Adoption of the Paris Agreement. 21st Conference of the Parties. Paris: UN. https://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf
van der Linden, S. (2015). The social-psychological determinants of climate change risk perceptions: Towards a comprehensive model. Journal of Environmental Psychology, 41, 112-124.
Wals, A.E., Brody, M., Dillon, J., & Stevenson, R.B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584.
Wang, S., Hurlstone, M. J., Leviston, Z., Walker, I., & Lawrence, C. (2019). Climate change from a distance: An analysis of construal level and psychological distance from climate change. Frontiers in Psychology, 10, 230.
Whalley, W.B., Saunders, A., Lewis, R.A., Buenemann, M., & Sutton, P.C. (2011). Curriculum development: Producing geographers for the 21st century. Journal of Geography in Higher Education, 35(3), 379-393.
Whitmarsh, L., & Capstick, S. (2018). Perceptions of climate change. In S. Clayton & C. Manning (Eds.), Psychology and climate change: Human perceptions, impacts, and responses, (pp. 13–33). San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-813130-5.00002-3
Wong-Parodi, G., & Feygina, I. (2020). Understanding and countering the motivated roots of climate change denial. Current Opinion in Environmental Sustainability, 42, 60-64.
Puoi leggere altri articoli dello stesso autore/i