“Everywhere you go always take the weather with you”: Phenomenology and the pedagogy of climate change education

Phenomenology and Practice 7 (2):3-18 (2013)

In no other time in human history has the relationship between human beings, and the biosphere on which we depend, been fraught with such a sense of urgency. Responding to the imminent threat of climate change has focussed our attention on education. There has been a proliferation of international, national and regional programs designed to change attitudes, behaviours, and beliefs associated with the causes of climate change. This paper will look to phenomenology and pedagogy to attempt describe the experience of climate and to help us consider how we may allow the young to live in a time of inevitable climate disruption while nurturing what seems to come to them naturally, an embodied integration into the wonder and awe of the places they live. Also, this paper explores two dominant approaches to climate change education and asks how these approaches articulate an understanding of the essential relationship between humans and the larger living world as reflected through changing climatic conditions
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DOI 10.29173/pandpr21165
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References found in this work BETA

The Natural Contract.Michel Serres & Felicia McCarren - 1992 - Critical Inquiry 19 (1):1-21.
Goethe, Nature and Phenomenology.David Seamon - 1998 - In David Seamon & Arthur Zajonc (eds.), Goethe's Way of Science: A Phenomenology of Nature. State University of New York Press.

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