Bearing worlds: learning to live-with climate change

Verlie, Blanche

doi:10.1080/13504622.2019.1637823

Cited by 137 publications

(71 citation statements)

References 109 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ojala [75][76][77] also emphasizes the prevalence of negative emotions among young people such as worry, anger, frustration, and anxiety in connection to climate change and the global future. Verlie [78] also argues for a need for "affective adaptation" as "openness to emotional challenges, a capacity to endure, live through, welcome and encourage changes and to guide others in their efforts" (p. 760). At the same time, the importance of the emotion-related dimension within educational processes in general is increasingly being researched and promoted (e.g., by the OECD: [79]).…”

Section: Discussionmentioning

confidence: 99%

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Grund

Brock

2020

Sustainability

View full text Add to dashboard Cite

Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.

show abstract

Section: Discussionmentioning

confidence: 99%

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Grund

Brock

2020

Sustainability

View full text Add to dashboard Cite

show abstract

“…Norgaard's study showed that anxiety and other difficult emotions were caused on one hand by changes in geophysical environment and, on the other hand, by pressures to social worlds. Afterwards, this notion of how social and ecological factors become intertwined has been shown in many empirical studies which have included reflections about eco-anxiety and climate anxiety [15,43,[54][55][56][57][58]. Numerous different social factors shape people's experiences of eco-anxiety.…”

Section: Social and Political Sciences: Anxiety As Related To Changesmentioning

confidence: 99%

“…Epstein pointed out: "It is thus evident that frustration theory is highly relevant for an understanding of anxiety, and that the reverse is also true" [122] (p. 305). The relevance of this insight in relation to the ecological crisis is revealed in the fact that frustration has appeared in several recent studies to be one of the most common emotions that people feel in relation to climate change and the ecological crisis [55,98].…”

Section: Anxiety Theories and Eco-anxietymentioning

confidence: 99%

Anxiety and the Ecological Crisis: An Analysis of Eco-Anxiety and Climate Anxiety

2020

View full text Add to dashboard Cite

Eco-anxiety and climate anxiety are widely discussed in contemporary media and are subjects of growing research interest. However, there is a lack of research about the definitions and variations of these phenomena. This article analyzes various views of eco-anxiety from a wide range of disciplines. Insights from various anxiety theories are used to discuss empirical studies about forms of eco-anxiety. The article points out that uncertainty, unpredictability, and uncontrollability seem to be important factors in eco-anxiety. Most forms of eco-anxiety appear to be non-clinical, but cases of “pathological” eco-anxiety are also discussed. Other relevant terms and phenomena are scrutinized, such as ecological grief, solastalgia, and ecological trauma. The relationship between studies on eco-anxiety and research about ecological emotions and affect is probed. Eco-anxiety is found to be closely connected to fear and worry, but several disciplines include discussion of its character as existential anxiety. Psychosocial and sociological perspectives point out that social dynamics shape forms of eco-anxiety in profound ways. While paralyzing forms of eco-anxiety emerge as a problem, it is noted that eco-anxiety manifests itself also as “practical anxiety”, which leads to gathering of new information and reassessment of behavior options. This variety of forms of eco-anxiety should be taken into account in healthcare and public discussion.

show abstract

“…On the latter, for example, guidelines that draw on NOAA's version of climate literacy will likely and largely remain those of a subset of science literacy, and are both framed and languaged as such (see also Box 3); the obvious question to ask is can the humanities, arts and social sciences help reimagine a 'climate literacy' for these times (Reid 2019b, Siegner andStapert 2019), or even rework this with notions drawn from contemporary concepts of emotional literacy, maturation and intelligence in 'self formation' (e.g. Powell et al 2019, Verlie 2019?…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

“…First, it remains far from being a requirement or capability of core educational institutions or professionals, starting with those that claim their work is aligned with advancing this particular work or that of the Sustainable Development Goals more broadly, let alone every institution or professional living in and through 'climate chaos' (see also Hicks and Bord 2001;Jickling 2013;Laessøe and Mochizuki 2015;Wynes and Nicholas 2017;Verlie 2019).…”

mentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

180

View full text Add to dashboard Cite

This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

show abstract

Bearing worlds: learning to live-with climate change

Cited by 137 publications

References 109 publications

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action

Anxiety and the Ecological Crisis: An Analysis of Eco-Anxiety and Climate Anxiety

Climate change education and research: possibilities and potentials versus problems and perils?

Contact Info

Product

Resources

About