{"title":"The climate crisis as a driver for pedagogical renewal in higher education","authors":"T. McCowan","doi":"10.1080/13562517.2023.2197113","DOIUrl":null,"url":null,"abstract":"ABSTRACT The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the shifts required in a deep treatment of the climate crisis serve a broader purpose in driving positive change in university teaching and learning. Even within the confines of existing disciplinary divisions and mainstream epistemologies, possibilities exist for deepening critical reflection, pushing boundaries and opening imagination. The article explores this potential through an assessment of three spheres of enquiry: the ontological, epistemological and axiological. The teaching of these areas should be underpinned by the complimentary pedagogical foundations of critical questioning and deliberation, leading to a virtuous cycle of deepening of understanding and connection.","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2197113","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
ABSTRACT The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the shifts required in a deep treatment of the climate crisis serve a broader purpose in driving positive change in university teaching and learning. Even within the confines of existing disciplinary divisions and mainstream epistemologies, possibilities exist for deepening critical reflection, pushing boundaries and opening imagination. The article explores this potential through an assessment of three spheres of enquiry: the ontological, epistemological and axiological. The teaching of these areas should be underpinned by the complimentary pedagogical foundations of critical questioning and deliberation, leading to a virtuous cycle of deepening of understanding and connection.
期刊介绍：
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.
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