‘What do we talk about when we talk about climate change?’: meaningful environmental education, beyond the info-dump

Learning about the causes and effects of human-induced climate-change is an essential aspect of contemporary environmental education. However, it is increasingly recognized that the familiar “information-dump delivery mode” (Morton, 2018) through which new facts about ecological destruction are being constantly communicated often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach environmental education (EE), beyond the presentation and transmission of ecological facts. I position my conceptual discussion around my own teaching experiences speaking about climate change with undergrad students across several Education classes through 2019 to 2021. I situate these reflections within the current discourse on education and teaching in/for the Anthropocene. Throughout this discussion, I locate various ways in which much EE fails to contribute to student’s agency and empowerment by consistently reducing complex ecological phenomena to a set of problems, mainly economic/technological, to be fixed by technocracy. I propose that a contemplative-existential perspective to EE is capable of responding to these reductions, most basically by providing opportunities and practices for students to process their own grief and emotions through recognizing the Anthropocene as an inescapable reality, but also a reality that cannot be determinately imagined or predicted.