Gap between climate policy and classroom teaching

Calling all #academics, #universities, #businessschools and #highereducation institutions... New peer reviewed paper by Aaron Thierry and colleagues "Despite thousands of higher education institutions (HEIs) having issued Climate Emergency declarations, most academics continue to operate according to ‘business-as-usual’. However, such passivity increases the risk of climate impacts so severe as to threaten the persistence of organized society, and thus HEIs themselves. This paper explores why a maladaptive cognitive-practice gap persists and asks what steps could be taken by members of HEIs to activate the academy. Drawing on insights from climate psychology and sociology, we argue that a process of ‘#socially #organized #denial’ currently exists within universities, leading academics to experience a state of ‘double reality’ that inhibits feelings of accountability and agency, and this is self-reenforcing through the production of ‘pluralistic ignorance.’ We further argue that these processes serve to uphold the cultural hegemony of ‘business-as-usual’ and that this is worsened by the increasing neo-liberalization of modern universities. Escaping these dynamics will require deliberate efforts to break taboos, through frank conversations about what responding to a climate emergency means for universities’ – and individual academics’ – core values and goals." Thread here: https://lnkd.in/eDW_H-yH Full paper here: https://lnkd.in/eXQ4xtFZ

Academics all know that we're deep in a planetary emergency - many of us contributed to the research saying so! - yet few of us act as if we even believe our own warnings In this paper, which I worked on with Aaron Thierry, Laura Horn and Pauline von Hellermann, we explore some of the psychological, sociological and institutional factors that seem to hold so many academics back from fully engaging with the only task that ultimately matters: keeping our planet habitable It was hard to write and raises a lot of complex issues. It asks difficult questions, but I'm really proud of what we've pulled together. Abstract: Despite thousands of higher education institutions (HEIs) having issued Climate Emergency declarations, most academics continue to operate according to ‘business-as-usual’. However, such passivity increases the risk of climate impacts so severe as to threaten the persistence of organized society, and thus HEIs themselves. This paper explores why a maladaptive cognitive-practice gap persists and asks what steps could be taken by members of HEIs to activate the academy. Drawing on insights from climate psychology and sociology, we argue that a process of ‘socially organized denial’ currently exists within universities, leading academics to experience a state of ‘double reality’ that inhibits feelings of accountability and agency, and this is self-reenforcing through the production of ‘pluralistic ignorance.’ We further argue that these processes serve to uphold the cultural hegemony of ‘business-as-usual’ and that this is worsened by the increasing neo-liberalization of modern universities. Escaping these dynamics will require deliberate efforts to break taboos, through frank conversations about what responding to a climate emergency means for universities’ – and individual academics’ – core values and goals. https://lnkd.in/eYYrs2uh

Integrating climate change in our education curricula. Remember those days of learning about rainforests. But as time passed by, I realized something was missing a deeper understanding of how to tackle the pressing challenges facing our planet and societies. From my experience working in education, public service, and development sectors, I've noticed a concerning gap. We often teach children to appreciate the wonders of nature, but we fail to equip them with the knowledge and skills to protect it for generations to come. One thing I always see is a lack of comprehensive climate change education in school curricula. If we want future generations to be agents of change in addressing the climate crisis, we must start early. It's not enough to bombard them with frightening statistics; we need to empower them with a solid foundation in climate science, critical thinking, and a sense of agency. During my tenure as Chief Officer of Education in Wajir County, I witnessed the power of integrating climate change lessons into subjects like biology. Students didn't just memorize facts; they conducted experiments, analyzed data, and proposed community-driven solutions. You could see the light bulbs going off as they realized their potential to create positive change. Look, I get it, teachers are already stretched thin, and the curriculum is packed. But this isn't just another add-on; it's about giving kids the tools to understand and shape the world they'll inherit. Climate change intersects with science, economics, policy, and more which means endless opportunities for relevant, real-world learning. We can't afford to leave the next generation unprepared to tackle the climate crisis. By prioritizing climate change education now, we'll empower a wave of passionate problem-solvers ready to safeguard our planet's future. It's a real investment in the generations to come and the resilience of our communities. #highereducation #education #kenya