Exploring the Future: a missing dimension in environmental education

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

“…This study is the first to explore the relation between EE/ESD in school and the two hope dimensions, and it supports the arguments put forward by different researchers that it is vital to discuss our common future and pathways to SD in schools in order to promote constructive hope concerning global problems (Hicks, 2002;Mogensen & Schnack, 2010, Torbjörnsson & Molin, 2014. The study also shows that if students perceive that discussing pathways to SD is rare in school, they experience hope based on denial to a higher degree.…”

“…Researchers such as Hicks (2002Hicks ( , 2014; see also Torbjörnsson & Molin, 2013) have pointed to the importance of discussing future dimensions in the classroom in order to promote hope concerning global problems. This accords with both the action-competence approach, where developing preferred visions of the future is a vital aspect (Mogensen & Schnack 2010), and with Snyder's theory in which desired goals are an important part of the hope concept (Snyder, 2000).…”

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

“…We see the approach presented as a promising way to increase awareness, initiate pro-environmental behaviour, and point out alternative behaviour at the workplace and the possible future impact on different levels (individual, institutional, societal). It is essential to employ ambient learning displays in the future not only in a corrective way, but also in support of the development of employees' visions about possible futures (Hicks and Holden 1995). The findings extend the state of the art for sustainability initiatives on a university campus and can also influence both the incorporation of sustainability knowledge into several disciplines and a more adaptive way of knowledge production targeted at addressing "wicked" environmental problems (Miller, Muñoz-Erickson, and Redman 2011).…”

Los Museos De Ciencias Como Instrumentos De Reflexión Sobre Los Problemas Del Planeta

“…Como denuncia Orr (1995), 'Seguimos educando a los jóvenes, en general, como si no hubiera una emergencia planetaria'. En el mismo sentido, diversos autores han lamentado la escasa atención prestada por la educación a la preparación para el futuro (Hicks y Holden 1995;Travé y Pozuelos 1999;Anderson 1999), señalando que la mayoría de los trabajos sobre educación ambiental "se enfocan exclusivamente a los problemas locales, sin derivar hacia la globalidad" (González y de Alba 1994). En definitiva, se sigue echando en falta una correcta "percepción colectiva del estado del mundo" (Deléage y Hémery 1998).…”