Pub Date : 2023-06-22DOI: 10.1080/00131857.2023.2225768
Karen Malone, Tracy Young
Abstract This paper is an exploration of evolving ideas, urgencies, and actions that we have experimented with in our teaching of an environmental sustainability subject with pre-service teachers at an Australian university. It is a work in progress. Through this shared educator-student teaching and learning process we feel the tensions of contradictory forces that disrupt the flow of prior teaching as we all become unsettled by hope and reality, grief, and loss, all mixed in with a sense of urgency and tempered by a set of often unimaginative contemporary pedagogical practices. These tensions often resort educators like us, to perpetuate well-worn and critiqued tropes such as how to ‘care for the planet’ through ‘greening’ practices in schools such as recycling and energy conservation. Always inadequate and limited we are experimenting in our pedagogical repertoire with new ways to teach as we could no longer keep up the charade of agitating for change in the same way. In this paper we explore some of the opening and closures that effect environmental sustainability teaching. We consider how through a reimagining of sustainability education with new pedagogical openings of ‘making kin’ we first attend to these emotional tensions as a means of waking up to who we are in the Anthropocene and then find ways to identify relational ethico-onto-epistemologies in our teaching. By disrupting humanist paradigms and embracing critical posthumanist sensitivities the educators and students nuzzle into new ways of knowing and being in the world.
{"title":"Making kin: Exploring new philosophical and pedagogical openings in sustainability education in higher education","authors":"Karen Malone, Tracy Young","doi":"10.1080/00131857.2023.2225768","DOIUrl":"https://doi.org/10.1080/00131857.2023.2225768","url":null,"abstract":"Abstract This paper is an exploration of evolving ideas, urgencies, and actions that we have experimented with in our teaching of an environmental sustainability subject with pre-service teachers at an Australian university. It is a work in progress. Through this shared educator-student teaching and learning process we feel the tensions of contradictory forces that disrupt the flow of prior teaching as we all become unsettled by hope and reality, grief, and loss, all mixed in with a sense of urgency and tempered by a set of often unimaginative contemporary pedagogical practices. These tensions often resort educators like us, to perpetuate well-worn and critiqued tropes such as how to ‘care for the planet’ through ‘greening’ practices in schools such as recycling and energy conservation. Always inadequate and limited we are experimenting in our pedagogical repertoire with new ways to teach as we could no longer keep up the charade of agitating for change in the same way. In this paper we explore some of the opening and closures that effect environmental sustainability teaching. We consider how through a reimagining of sustainability education with new pedagogical openings of ‘making kin’ we first attend to these emotional tensions as a means of waking up to who we are in the Anthropocene and then find ways to identify relational ethico-onto-epistemologies in our teaching. By disrupting humanist paradigms and embracing critical posthumanist sensitivities the educators and students nuzzle into new ways of knowing and being in the world.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"55 1","pages":"1205 - 1219"},"PeriodicalIF":2.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.1080/00131857.2023.2224561
Joff P. N. Bradley
{"title":"Dérive or journey of knowledge in the Korean smart city?","authors":"Joff P. N. Bradley","doi":"10.1080/00131857.2023.2224561","DOIUrl":"https://doi.org/10.1080/00131857.2023.2224561","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1080/00131857.2023.2219841
K. Locke, Katrina McChesney
Abstract Hélène Cixous is perhaps best known for her paper, ‘The Laugh of the Medusa’ (1976) and her literary contributions outside academia. In this paper, we pick up a lesser known Cixous text, ‘Le Sexe ou la tête?’ that offers an interesting and provocative perspective on the traps associated with being feminine in a masculine environment. As we converse with Cixous, weaving our own words and experiences with hers, we link her work more closely with the feminine in modern-day academia. We suggest that Cixous’s remarks on decapitation and voice offer a way forward for academic women to be; to speak; to recognise the double jeopardy of decapitation in the university; and to use laughter as a strategic, powerful, political act of resistance and subversion against oppressive masculine power structures. We draw on and seek to enact Cixous’s notion of écriture feminine—a disruptive style of writing that provides a mode of being, speaking, and writing that subverts the power of masculine norms in order to be heard and to bring possibilities for change.
{"title":"The sex or the head? Feminine voices and academic women through the work of Hélène Cixous","authors":"K. Locke, Katrina McChesney","doi":"10.1080/00131857.2023.2219841","DOIUrl":"https://doi.org/10.1080/00131857.2023.2219841","url":null,"abstract":"Abstract Hélène Cixous is perhaps best known for her paper, ‘The Laugh of the Medusa’ (1976) and her literary contributions outside academia. In this paper, we pick up a lesser known Cixous text, ‘Le Sexe ou la tête?’ that offers an interesting and provocative perspective on the traps associated with being feminine in a masculine environment. As we converse with Cixous, weaving our own words and experiences with hers, we link her work more closely with the feminine in modern-day academia. We suggest that Cixous’s remarks on decapitation and voice offer a way forward for academic women to be; to speak; to recognise the double jeopardy of decapitation in the university; and to use laughter as a strategic, powerful, political act of resistance and subversion against oppressive masculine power structures. We draw on and seek to enact Cixous’s notion of écriture feminine—a disruptive style of writing that provides a mode of being, speaking, and writing that subverts the power of masculine norms in order to be heard and to bring possibilities for change.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46402498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/00131857.2023.2219842
Santiago Betancor-Falcon
Abstract The literature on autonomous language learning reveals both, scholars’ great enthusiasm for the revolutionary potential of learner autonomy as well as pessimism for its continual depoliticization within higher education. Similar to how ‘learner autonomy’ is still today an unfinished construct that raises considerable confusion among scholars, the critical theory of learner autonomy in the field of language learning remains largely unexplored; and thus, yet to be fully articulated. Building on the relevant literature, this article attempts to provide a coherent and nuanced theoretical framework for the critical practice of learner autonomy in higher education. Results show how the field of language learning is dominated by uncritical and apolitical approaches that render learner autonomy a politically impotent practice. Critical autonomous language learning must be both critically aware—so it can raise students’ awareness of the structural and discursive constraints on their autonomy—and politically active—so it may lead to education reform and social change—, while also aiming at reaching the highest levels of institutional material support and student control possible.
{"title":"Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature","authors":"Santiago Betancor-Falcon","doi":"10.1080/00131857.2023.2219842","DOIUrl":"https://doi.org/10.1080/00131857.2023.2219842","url":null,"abstract":"Abstract The literature on autonomous language learning reveals both, scholars’ great enthusiasm for the revolutionary potential of learner autonomy as well as pessimism for its continual depoliticization within higher education. Similar to how ‘learner autonomy’ is still today an unfinished construct that raises considerable confusion among scholars, the critical theory of learner autonomy in the field of language learning remains largely unexplored; and thus, yet to be fully articulated. Building on the relevant literature, this article attempts to provide a coherent and nuanced theoretical framework for the critical practice of learner autonomy in higher education. Results show how the field of language learning is dominated by uncritical and apolitical approaches that render learner autonomy a politically impotent practice. Critical autonomous language learning must be both critically aware—so it can raise students’ awareness of the structural and discursive constraints on their autonomy—and politically active—so it may lead to education reform and social change—, while also aiming at reaching the highest levels of institutional material support and student control possible.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46167611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1080/00131857.2022.2041413
M. Peters
From the beginning of the new century developmentalist economists indicated the importance of the coming digital economy based on information, computing and communication, including reference to the profound effects of the internet and the web on the organization of firms and the linkages and connections between the local and the global (Brynjolfsson & Kahin, 2002). twenty years later analysts are talking freely about the internet or web economy and trying to measure interconnectivities in terms of crowdsourcing, smart energy design, and the reconstruction of the global value chain to explore ‘intelligent capitalism’. the emphasis has fallen on financialization and the growth of next generation strategic digital technologies of deep learning, artificial intelligence, quantum computing, 5 G/6G, and bioinformatics that operate at the nanolevel to promote technological convergence and lead the next phase of globalization (Peters, 2020). Business innovation, trade facilitation, and development are seen to depend on leveraging consumer psychology and of promoting scale economies within what is referred to as ‘platform capitalism’. increasingly social media practices collapse the public and the personal, and hinge on the costs of storing, sharing, and analysing data which has decreased with increased activity in the Cloud as the internet continues to evolve. the digital economy is seen as providing a new architecture for a transformation of the labour market based on job growth, competencies and skills in the digital economy. there is a new respect for social networks and service ecosystems in the age of networked intelligence and consumption-based forecasting. of fundamental importance is the digital transformation of finance, large investment banks, big asset managers, and hedge fund management but also the new group of sovereign investors that have emerged as influential capital markets players and investment firms within a $30 trillion global market. at the same time, under Covid pandemic conditions the digital economy has become a potent driving force in the world economy particularly for service industries that utilise symbolic goods and services that can be reduced to highly transportable exchange and circulation such as services of trade facilitation, banking and insurance, software, entertainment, scientific research and publishing and international education. as Yue et al. (2020) explain the concept of ‘digital economy’ was first used in the 1990s developed a global focus at the ‘G20 digital Economy development and Cooperation initiative’ at the G20 Summit in Hangzhou, the digital economy has ‘become a new focus of China’s economic development and is becoming a policy focus: ‘China’s economic development is facing a "three-phase superposition" period of speed shift, structural adjustment and power conversion, thus vigorous digital economy has become a new driving force for China’s economy and an important force leading the national innovation
{"title":"Digital trade, digital economy and the digital economy partnership agreement (DEPA)","authors":"M. Peters","doi":"10.1080/00131857.2022.2041413","DOIUrl":"https://doi.org/10.1080/00131857.2022.2041413","url":null,"abstract":"From the beginning of the new century developmentalist economists indicated the importance of the coming digital economy based on information, computing and communication, including reference to the profound effects of the internet and the web on the organization of firms and the linkages and connections between the local and the global (Brynjolfsson & Kahin, 2002). twenty years later analysts are talking freely about the internet or web economy and trying to measure interconnectivities in terms of crowdsourcing, smart energy design, and the reconstruction of the global value chain to explore ‘intelligent capitalism’. the emphasis has fallen on financialization and the growth of next generation strategic digital technologies of deep learning, artificial intelligence, quantum computing, 5 G/6G, and bioinformatics that operate at the nanolevel to promote technological convergence and lead the next phase of globalization (Peters, 2020). Business innovation, trade facilitation, and development are seen to depend on leveraging consumer psychology and of promoting scale economies within what is referred to as ‘platform capitalism’. increasingly social media practices collapse the public and the personal, and hinge on the costs of storing, sharing, and analysing data which has decreased with increased activity in the Cloud as the internet continues to evolve. the digital economy is seen as providing a new architecture for a transformation of the labour market based on job growth, competencies and skills in the digital economy. there is a new respect for social networks and service ecosystems in the age of networked intelligence and consumption-based forecasting. of fundamental importance is the digital transformation of finance, large investment banks, big asset managers, and hedge fund management but also the new group of sovereign investors that have emerged as influential capital markets players and investment firms within a $30 trillion global market. at the same time, under Covid pandemic conditions the digital economy has become a potent driving force in the world economy particularly for service industries that utilise symbolic goods and services that can be reduced to highly transportable exchange and circulation such as services of trade facilitation, banking and insurance, software, entertainment, scientific research and publishing and international education. as Yue et al. (2020) explain the concept of ‘digital economy’ was first used in the 1990s developed a global focus at the ‘G20 digital Economy development and Cooperation initiative’ at the G20 Summit in Hangzhou, the digital economy has ‘become a new focus of China’s economic development and is becoming a policy focus: ‘China’s economic development is facing a \"three-phase superposition\" period of speed shift, structural adjustment and power conversion, thus vigorous digital economy has become a new driving force for China’s economy and an important force leading the national innovation","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"55 1","pages":"747 - 755"},"PeriodicalIF":2.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1080/00131857.2022.2041412
O. Karamercan, J. Matapo, Olivera Kamenarac, D. Fa’avae, S. Arndt, R. Irwin, F. Kruger, C. Mika, Mahaman Yaou Abdoul Bassidou, M. Tesar, Pablo Del Monte
alevallois-Perret, France; bschool of critical studies in Education, Faculty of Education and social Work, university of auckland, auckland, new Zealand; cschool of Education, division of Education, university of Waikato, hamilton, new Zealand; dMelbourne Graduate school of Education, university of Melbourne, Parkville, australia; eFaculty of Education, rMit university, Victoria, Melbourne, australia; fschool of Education studies, university of the Free state, Bloemfontein, south africa; gaotahi school of Maori and indigenous studies, university of canterbury, christchurch, new Zealand; hFaculty of Economics and law (FadEG), department of Economics, university of tahoua, tahoua, niger; ithe university of auckland, auckland, new Zealand; jte Kura toi tangata school of Education, university of Waikato, hamilton, new Zealand
{"title":"Engaging and developing community in digital spaces: Approaches from the Editorial Development Group","authors":"O. Karamercan, J. Matapo, Olivera Kamenarac, D. Fa’avae, S. Arndt, R. Irwin, F. Kruger, C. Mika, Mahaman Yaou Abdoul Bassidou, M. Tesar, Pablo Del Monte","doi":"10.1080/00131857.2022.2041412","DOIUrl":"https://doi.org/10.1080/00131857.2022.2041412","url":null,"abstract":"alevallois-Perret, France; bschool of critical studies in Education, Faculty of Education and social Work, university of auckland, auckland, new Zealand; cschool of Education, division of Education, university of Waikato, hamilton, new Zealand; dMelbourne Graduate school of Education, university of Melbourne, Parkville, australia; eFaculty of Education, rMit university, Victoria, Melbourne, australia; fschool of Education studies, university of the Free state, Bloemfontein, south africa; gaotahi school of Maori and indigenous studies, university of canterbury, christchurch, new Zealand; hFaculty of Economics and law (FadEG), department of Economics, university of tahoua, tahoua, niger; ithe university of auckland, auckland, new Zealand; jte Kura toi tangata school of Education, university of Waikato, hamilton, new Zealand","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"55 1","pages":"760 - 772"},"PeriodicalIF":2.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45397830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/00131857.2023.2213437
M. Peters, Liz Jackson, M. Papastephanou, P. Jandrić, George Lăzăroiu, C. Evers, B. Cope, M. Kalantzis, D. Araya, M. Tesar, C. Mika, Lei Chen, Chengbing Wang, Sean Sturm, S. Rider, S. Fuller
{"title":"AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses","authors":"M. Peters, Liz Jackson, M. Papastephanou, P. Jandrić, George Lăzăroiu, C. Evers, B. Cope, M. Kalantzis, D. Araya, M. Tesar, C. Mika, Lei Chen, Chengbing Wang, Sean Sturm, S. Rider, S. Fuller","doi":"10.1080/00131857.2023.2213437","DOIUrl":"https://doi.org/10.1080/00131857.2023.2213437","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41867349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1080/00131857.2023.2215427
J. Reveley
Abstract Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault’s historicizing philosophical project. Meeting that challenge head-on, this article argues that the MGB axis augments the neurobiological constitution of the educational subject by means of a dietetic mode of subjectivation. Absent a pedagogical element, there is a hollowness to critical academics’ claims that holobiontic self-conceptions springing from the axis can elicit a resistant subjectivity. Though wild pedagogies might inform a resistant tactics of the self, contemporary self-technologies are – as Foucault has taught us – a pale shadow of the ancient Greek conception of dietetics as an holistic, embodied and ensouled practice. At the intersection between the disciplinary apparatuses of criminology and education, therefore, the MGB-driven biosocial turn unambiguously reinforces the social control function of schooling.
{"title":"Somatic multiplicities: The microbiome-gut-brain axis and the neurobiologized educational subject","authors":"J. Reveley","doi":"10.1080/00131857.2023.2215427","DOIUrl":"https://doi.org/10.1080/00131857.2023.2215427","url":null,"abstract":"Abstract Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault’s historicizing philosophical project. Meeting that challenge head-on, this article argues that the MGB axis augments the neurobiological constitution of the educational subject by means of a dietetic mode of subjectivation. Absent a pedagogical element, there is a hollowness to critical academics’ claims that holobiontic self-conceptions springing from the axis can elicit a resistant subjectivity. Though wild pedagogies might inform a resistant tactics of the self, contemporary self-technologies are – as Foucault has taught us – a pale shadow of the ancient Greek conception of dietetics as an holistic, embodied and ensouled practice. At the intersection between the disciplinary apparatuses of criminology and education, therefore, the MGB-driven biosocial turn unambiguously reinforces the social control function of schooling.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43762350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00131857.2023.2212156
Humaira Mariyam B
{"title":"Affect, embodiment and place in critical literacy: Assembling theory and practice","authors":"Humaira Mariyam B","doi":"10.1080/00131857.2023.2212156","DOIUrl":"https://doi.org/10.1080/00131857.2023.2212156","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47460963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00131857.2023.2211260
Jennifer Bleazby, Gilbert Burgh, Simone Thornton, M. Graham, A. Reid, Ilana Finefter-Ronsebluh
March 2023 saw the release of the official synthesis of the Intergovernmental Panel on Climate Change’s Sixth Assessment Report (IPCC, 2023). The synthesis reviews the state of knowledge on the science of climate change since the Fifth Assessment (in 2014). It is both bleak and stark. Headline statements in the report repeat and extend a series of warnings about the effects of climate change on every region on the planet, and their unequivocal cause: humans and their ways of living on this planet. The synthesis highlights many concerning trends, marked by statements signalling either ‘high confidence’ or ‘very high confidence’ among scientists about their findings on present and anticipated impacts, loss, damage, and escalating risk, for example:
{"title":"Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities","authors":"Jennifer Bleazby, Gilbert Burgh, Simone Thornton, M. Graham, A. Reid, Ilana Finefter-Ronsebluh","doi":"10.1080/00131857.2023.2211260","DOIUrl":"https://doi.org/10.1080/00131857.2023.2211260","url":null,"abstract":"March 2023 saw the release of the official synthesis of the Intergovernmental Panel on Climate Change’s Sixth Assessment Report (IPCC, 2023). The synthesis reviews the state of knowledge on the science of climate change since the Fifth Assessment (in 2014). It is both bleak and stark. Headline statements in the report repeat and extend a series of warnings about the effects of climate change on every region on the planet, and their unequivocal cause: humans and their ways of living on this planet. The synthesis highlights many concerning trends, marked by statements signalling either ‘high confidence’ or ‘very high confidence’ among scientists about their findings on present and anticipated impacts, loss, damage, and escalating risk, for example:","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":"55 1","pages":"1087 - 1095"},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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