Discerning Hope: Intra-Actions of a Philosophy for Children Workshop and the Eco-Socially Just Potential of Practising Hope

Birch, Rosamonde

doi:10.1111/1467-9752.12484

Cited by 8 publications

(2 citation statements)

References 28 publications

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“…Finally, teachers should also empower their students and teach them critical thinking skills, for example, to recognize reliable information (Nagel, 2005). For instance, philosophy for children workshops could provide a space for children to discuss the issue of climate change while enabling them to think by and for themselves (Birch, 2020). However, teachers and educators may not feel like they have the adequate tools to put these into practice, so it is important that future research focuses on the needs of instructors to provide them with accessible tools to support their practice and their students.…”

Section: Teachers and Educatorsmentioning

confidence: 99%

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

et al. 2022

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BackgroundYouth are increasingly aware of the negative effects of climate change on the planet and human health, but this knowledge can often come with significant affective responses, such as psychological distress, anger, or despair. Experiencing major “negative” emotions, like worry, guilt, and hopelessness in anticipation of climate change has been identified with the term eco-anxiety. Emerging literature focuses on adults' experience; however, little is known about the ways in which children and youth experience eco-anxiety.ObjectivesThe aim of this review was to: (1) identify the available evidence on the topic of eco-anxiety in children, (2) clarify the mental health consequences brought by the awareness of climate change in this population, and (3) identify knowledge gaps in the literature and considerations for future research.MethodsGiven that the research on the topic of eco-anxiety in children is limited, that there are very few randomized controlled trials, and that the goal is not to analyze individual studies in-depth, a scoping review was used. Keywords pertaining to the themes of eco-anxiety, climate change and children (aged < 18 years) were used as search terms in five databases. Journal articles using qualitative and quantitative methods, as well as gray literature were examined by two independent reviewers. A descriptive-analytical method was used to chart the data that emerged from the literature. Eighteen articles were considered in the final analysis.ResultsEvidence confirms that children experience affective responses and eco-anxiety in reaction to then awareness of climate change. Mental health outcomes include depression, anxiety, and extreme emotions like sadness, anger, and fear. Youth from vulnerable communities, like indigenous communities, or those who have strong ties to the land are often identified as being emotionally impacted by climate change. The literature analyzed also describes how children and youth are coping with eco-anxiety, including maladaptive (e.g., denial) and adaptive responses (such as constructive hope, used as a positive coping mechanism). Preliminary considerations for parents, teachers and educators, mental health care providers, school systems, adults and people of power include adding age-appropriate climate education to the school curriculum, considering youth's emotions, and promoting healthy coping through empowerment. Important gaps exist in the definition of eco-anxiety in youth, as various characterizations of this emerging concept are found across articles.

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Section: Teachers and Educatorsmentioning

confidence: 99%

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

et al. 2022

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“…In den Diskussionszusammenhängen um neue und alternative Bildungskonzepte für die Zukunft hat das Philosophieren mit Kindern als Gesprächsmethode, Unterrichtsprinzip und pädagogische Haltung bislang nur begrenzt Aufmerksamkeit erhalten, obwohl die Bedeutung und die Potenziale dieses Ansatzes für die Umwelt-und Nachhaltigkeitsbildung von Seiten der Vertreter*innen der Kinderphilosophie bereits seit geraumer Zeit diskutiert worden sind (Rowley & Lewis, 2003;Rowley, 2004;Müller, 2011;Künzli David, Buchs, Wüst, 2015;MacDonald & Bowen, 2016;MacDonald, Bowen und Hill, 2017;Lyle, 2018;Prust & Sukopp, 2017;Sukopp, 2020;Birch, 2020;Marcussen et al, 2021). Ungewissheit ist in der Tat ein Schlüsselelement des Philosophierens mit Kindern, und der Prozess des gemeinsamen Nachdenkens ist eine Spielwiese für Erfahrungen mit Ungewissheit -philosophischer Ungewissheit -sowohl für Schüler*innen als auch für Lehrkräfte.…”

Section: Bildung Für Eine Ungewisse Zukunft -Herausforderungen Für Das Lehren Und Lernenunclassified

Philosophieren mit Kindern als Pädagogik für eine offene und ungewisse Zukunft

Michalik

2021

RpB

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Welchen Beitrag kann das Philosophieren mit Kindern dazu leisten, Kinder auf eine Welt vorzubereiten, die durch rapiden Wandel, eine Zunahme von Ungewissheiten und insbesondere durch eine immer bedrohlicher erscheinende ökologische Krise gekennzeichnet ist? Die Frage, wie Bildungs- und Lernprozesse im Hinblick auf eine offene und ungewisse, immer weniger vorhersehbare Zukunft gestaltet und wie Kinder darauf vorbereitet werden können, mit Ungewissheit und Komplexität konstruktiv umzugehen, wird in der Erziehungswissenschaft seit längerer Zeit in verschiedenen Kontexten diskutiert. Es sind „Zukunfts-“ oder auch „Ungewissheitskompetenzen” definiert worden, es gibt jedoch bislang wenig konkrete Vorstellungen, wie solche Kompetenzen bei Kindern und Jugendlichen entwickelt werden können. Und angesichts des Umstandes, dass eine ungewisse Zukunft nicht vorhersehbar ist, werden auch Erziehungsziele und -prozesse als solche zunehmend ungewiss und fraglich.

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Philosophical Inquiry with Children: Inviting Uncertainty into the Classroom

Michalik

2022

Fostering Inclusion in Education

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Discerning Hope: Intra-Actions of a Philosophy for Children Workshop and the Eco-Socially Just Potential of Practising Hope

Cited by 8 publications

References 28 publications

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

Philosophieren mit Kindern als Pädagogik für eine offene und ungewisse Zukunft

Philosophical Inquiry with Children: Inviting Uncertainty into the Classroom

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