11 Module title: : Introduction to Climate Education What does it mean to educate for change? What change is predicted so that we can prepare people to adapt to it? We need to distinguish between educating about change—history courses have done that for years— and educating for change. We posit that educating for change will help people lessen negative changes, adapt to change, and to promote positive change. Educating for change will require engaging social science and humanities teachers, as well as others. We think there are six important components to the change portion of climate change education: • issue analysis, • community and personal decision-making, • political processes, • social justice, • inter-cultural sensitivity and inter-cultural competence, • behaviour change. Integrating climate and change education In climate change education, climate and change are both important and interrelated. It is equally important that the change element is informed by the climate element, and the climate element is taught mindful of the social and economic consequences and complexities of change. These two elements—climate and change—cannot be separated, taught independently, and later woven together at an undetermined time or point in the curriculum. We cannot expect students to make linkages between the climate and change elements. The best framework? We expect that a great deal of effort will be placed on defining climate change education. We think it is best addressed through the Education for Sustainable Development (ESD) framework. ESD has four thrusts: (1) access to and retention in quality basic education, (2) reorienting existing education programs to address sustainability, (3) increasing public awareness and training, and (4) providing training for employees in all sectors of the economy (i.e., public and private). Jack Dangermond: An ever-evolving map of everything on Earth | TED Talk
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