Shifting the question from ‘how should climate change be put into the curriculum?’ to ‘how does it transform the curriculum?’ opens up the subject in new ways across the world. How does it change the way in which each subject (including humanities) is conceptualised, taught and related to other subject areas? What education do students need to equip them with the information, critical abilities and practical adaptability to build liveable futures? How can they develop the skills and vocabularies to deal with emotions around instability, uncertainty and loss? In the coming decades, what will employers want from their employees? What will drive sustainability and innovation in the world of work? What effects will choices embedded in curricula have on the capacity of societies to adapt to change and to manage it in ways that are just and productive? Educators and makers of education policy need a clear picture of the purpose of education in these contexts as well as a nuanced sense of what roles educators can and should play. Countries like the UK have been slow to introduce these issues into education systems, so what can be learned from educators in countries and regions that have been at the forefront of this thinking?
Participants
Rahul Chopra (IISER, Pune; TROP ICSU project)
Kim Polgreen (Wytham Woods/Oxford teachers)
Amanda Power (History, Oxford)
Steve Puttick (Education, Oxford)
James Robson (SKOPE, Oxford)
Arjen Wals (Wageningen, NL; UNESCO Chair of Social Learning and Sustainable Development)
Chair: William Finnegan (OUCE, Oxford)
Climate Crisis Thinking in the Humanities and Social Sciences, TORCH Networks
