H κλιματική κρίση ως «φαύλο» πρόβλημα και μαθησιακό αντικείμενο. Θεωρητικές, ερευνητικές και διδακτικές επισημάνσεις με άξονα την εκπαίδευση για την κλιματική αλλαγή
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.
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Δασκολιά Μ. (2023). H κλιματική κρίση ως «φαύλο» πρόβλημα και μαθησιακό αντικείμενο. Θεωρητικές, ερευνητικές και διδακτικές επισημάνσεις με άξονα την εκπαίδευση για την κλιματική αλλαγή . Περιβαλλοντική Εκπαίδευση για την Αειφορία, 5(1), 48–65. https://doi.org/10.12681/ees.35760
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