Communicating Climate Change

Armstrong, Anne K.; Krasny, Marianne E.; Schuldt, Jonathon P.

doi:10.7591/9781501730801

Cited by 34 publications

(27 citation statements)

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“…The analysis offered by Monroe et al (2019) is echoed in some of the latest round of publications offered by environmental educators and researchers to practitioners, particularly those trying to establish a quality evidence base for practice and guidance in this area. As Henderson (2019) notes in a book review including in this issue on two examples of recent texts (Communicating Climate Change: A Guide for Educators, by Armstrong, Krasny, and Schuldt (2018), and Young's (2018) Confronting Climate Crises through Education: Reading Our Way Forward), educators and researchers have sought 'to move climate change education away from earlier and simplistic versions of information transmission and toward a more socially complex form. They accomplish this by rooting climate change education practices in findings from environmental psychology and communication that suggests that how people understand climate change is related to their individual values and the framing narratives of their broader social communities' (p. 989).…”

Section: Box 1 Table Of Contents For the Virtual Special Issue-climamentioning

confidence: 99%

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

Reid

2019

Environmental Education Research

184

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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

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Section: Box 1 Table Of Contents For the Virtual Special Issue-climamentioning

confidence: 99%

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

Reid

2019

Environmental Education Research

184

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“…In this education, it is important to show hopeful pathways to mitigate and adapt to climate change because hopeful message with a concrete countermeasure is effective for leading behavior change (Fischer et al 2012;O'Neill and Nicholson-Cole 2009). The hope for a better future not only plays as an important role for motivating people to participate in actions that contribute to solutions (Moser and Dilling 2004), but also affects the self-efficacy of people who believe that their actions affect the resolution of global issues such as the climate change (Armstrong et al 2018). The same goes for solving many other issues presented in SDGs.…”

Section: Acting Based On Hope Rather Than Fear For a Sustainable Futurementioning

confidence: 99%

Decision Science for Future Earth: A Conceptual Framework

Yahara

Tanaka

Inoue

et al. 2021

Decision Science for Future Earth

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The purpose of this chapter is to review progress in our understanding of human behavior and decision-making relevant to future earth research agenda, and propose Decision Science as a hub of knowledge networks connecting disciplinary and interdisciplinary sciences with the practice of problem-solving. This review is composed of four sections. First, we describe the conceptual framework of “decision science for a sustainable society” and argue that evolutionary biology of the human nature is key to construct this framework. Second, we review how our group decision-making often fails due to various cognitive biases and argue that participatory approaches of co-design and co-production do not guarantee reasonable decision-making. Third, we review success stories of problem-solving in local communities and consider how we can connect those successes in local communities to successful national and global decision-making. Fourth, learning from both failures and successes, we argue that the adaptive learning of society is a process enabling us to transform our society toward a sustainable future. We review some positive global trends toward sustainability and consider the cognitive processes and behavioral mechanisms behind those trends that would provide clues for finding successful ways to transform our society.

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“…By making use of digital technologies, EcoCOIL emphasizes an interconnected communicative learning environment as a major vehicle for promoting global citizenship education, involving collaborative learning across two or more institutions. EcoCOIL encounters will help encourage expansive and reflexive learning through new opportunities for participants to share ideas, engage with globally shared problems and question frameworks that form values, behaviors, epistemologies, decisions and climate change practices (Wiek et al, 2016;Armstrong, Krasny, & Schuldt, 2018). Participants explore real-world problems (transdisciplinary, complex and multifaceted global ëwickedí challenges) and draw upon the expertise and experience of their peers from other countries to proffer practical solutions.…”

Section: Supporting Lifelong Learningmentioning

confidence: 99%

Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development

Adefila

Arrobbio

Brown

et al. 2021

Journal of Teacher Education for Sustainability

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Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels. The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model for expanding coalition building tools and principles, to promote environmental citizenship and develop multi-layered communities of practice. Stakeholders include university students and staff, technical experts, business leaders and entrepreneurs, social innovators, policy makers, Community Social Organisations (CSOs), etc. EcoCOIL focuses on co-created wisdom sharing across intercultural, intergenerational and transdisciplinary actors; it brings an innovative, participatory angle to curriculum development by integration of lifelong learning principles and practical facilitation of sustainable behavior within communities in real time.

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Communicating Climate Change

Cited by 34 publications

References 0 publications

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

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

Decision Science for Future Earth: A Conceptual Framework

Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development

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