A duty that is both a privilege and a burden: teaching climate change in the context of an emergency

By Richard Brock, Melissa Glackin

Issue 383 | Page 23 | Published Dec 2021

Download Resource
Login to see content The following document is not available for your current membership, please sign up here

Description

Using the notion of 'epistemic duty', a requirement to align one's beliefs with the available evidence, to reflect on teaching climate change.

Climate change education

More from this issue

'We're all in this together' – solving climate change across the disciplines by taking a STEAM approach to climate education

We need a cross-curricular approach to climate change education; herein the New Curriculum for Wales, STEAM education and a case study showing...

Journal Article

Letter to the Editor

Journal Article

Not just girls who do science, but scientists: smashing glass ceilings in the science classroom

Girls taking physical sciences in high school often lack confidence and avoid taking risks; small modifications in pedagogy by educators may...

Journal Article
Show more

Related content

Working with external partners to support climate change education through a focus on design

Requirements for the broad, multifaceted teaching and learning of environmental education – including climate change – in the primary curriculum...

Journal Article

What is there to learn from time-travelling trees? (Dobbie et al)

The authors describe how a research institute is using one of the world's largest climate-change experiments to inspire the next generation of...

Journal Article
Login to see content The following document is not available for your current membership, please sign up here

Is evidence enough? The Change the Story Project

The Change the Story Project is exploring new narratives that influence behaviours and attitudes towards the climate crisis.
Journal Article
Login to see content The following document is not available for your current membership, please sign up here

Youth perspectives on contributions to the SSR special issue: science education in the context of the climate emergency

Reflecting the need for intergenerational conversations on climate education, a panel of young people aged 11-19 respond to the ideas in this...

Journal Article
Login to see content The following document is not available for your current membership, please sign up here