bility to engage those different learning styles to teach the mandated content. The same is true of climate change edu- cation. Some students will learn through science — observ- ing natural phenomenon, recording and analyzing data, and learning theory. Others will engage through the arts, such as writing, music, painting, and photography. Yet, others will learn through taking action such as awareness campaigns, raising funds, and volunteering their time to address a soci- etal need or a social justice issue. Accordingly, it is impor- tant that many approaches are enlisted. We will only reach a small segment of the population if we teach climate change education from a strictly natural science perspective.
Life-long learning
Good climate change education programs will focus on life-long learning and not be limited to primary and second- ary education. Public awareness and education programs for citizens of all ages are important, as is training of the current workforce. For most of the world’s population, climate change was not included in their school curriculum. Every- one needs to be informed so they can make decisions in their personal and professional lives that will lessen climate change or adapt to it. Effective climate change education will require coordi-
nation of various efforts so that people of all ages, not just pupils in primary and secondary schools, gain the knowl- edge, skills, and values they need to understand and create solutions for the many issues associated with a changing climate. Climate change education involves large decisions.
What is the scope and sequence? What key messages should the public receive? Which behaviors should be targeted for change—the low-hanging fruit or the highly impactful?
Conclusion
Although we propose two parts—climate and change— and six components for the change portion, we know that climate change education will vary from one geographic region to another depending on local environmental, social, and economic contexts and its impacts on each locality (e.g., drought or flooding). For example, in regions where jobs will change so much that individuals will need new career options, teaching entrepreneurial skills as well as emphasiz- ing creativity and ingenuity is a good strategy. We are not of the opinion that we have figured out all
the answers. Our list of six components of educating for climate change stem from our particular worldviews and the context of our lives and travels. Our aim here is to add to the ongoing dialog. It is our hope that lively discussion ensues about which components of education for change should be in local and national curriculums. We welcome the ideas of other educators and educational policy makers. Perhaps, together we can create quality climate change education programs for all. Learning is essential to the resolution of climate change
issues. Our current textbooks and our existing knowledge base do not contain the answers to the many problems and issues associated with climate change. Our own and the next generation will have to learn their way towards equitable solutions.
GREEN TEACHER 89 Page 21
Charles Hopkins is a UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York Univer- sity in Toronto, Canada.
Rosalyn McKeown is Secretariat to the UNESCO Chair and the International Network of Teacher Education Institu- tions. She is a former classroom teacher and teacher edu- cator, who can be reached at
rmckeown@edu.yorku.ca.
Notes
1 NASA Goddard Institute for Space Studies, gistemp2010_draft0319.pdf, March 19, 2010. References
(CISHDGC). Center for Integrated Study of the Human Dimensions of Global Change, Carnegie Mellon University. (2002). Teacher’s Guide to High Quality Materials on Climate Change and Global Warming.
http://hdgc.epp.cmu.edu/ teachersguide/
teachersguide.htm. Accessed 2 May 2010.
Clarke, P. 2000. Teaching controversial issues. The Green Teacher 62 (Summer): 29–32.
Conisbee, Molly and Simms, Andrew. 2003. Environmental Refugees: The Case for Recognition. London: New Economics Foundation. http://www.
neweconomics.org/gen/z_sys_PublicationDetail.aspx?PID=159 (Accessed 27 October 2006).
McKeown-Ice, R., & Dendinger, R. (2008). A Framework for Teaching, Learning, and Assessing Environmental Issues. Journal of Geography, 107, 161 – 166.
McKenzie-Mohr, D., and Smith, D.: 1999, Fostering Sustainable Behavior: An introduction to community-based social marketing, New Society Publishers, Gabriola Island, B.C.
Ramsey, J. M., H. R. Hungerford, and T. L. Volk. 1989. A technique for analyz- ing environmental issues. Journal of Environmental Education 21(1): 26–30.
UNESCO. (2010.) Focusing on Effective School Health. http://portal.unesco. org/education/en//
ev.php-URL_ID=36637&URL_DO=DO_TOPIC&URL_ SECTION=
201.html. Accessed 2 May 2010.
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