TY  - GEN
EP  - 22
AV  - public
ID  - discovery10167309
SN  - 2754-0308
N1  - This version is the version of record. For information on re-use, please refer to the publisher?s terms and conditions.
A1  - McCowan, Tristan
PB  - Climate-U, UCL Institute of Education
Y1  - 2022/08//
CY  - London, UK
T3  - Transforming Universities for a Changing Climate Working Paper Series
N2  - Climate change presents a series of challenges to those teaching in higher education. While it is crucial to integrate it across all disciplinary areas, there are various constraints stemming from curriculum overload, the complexity of the topic, and its contested and value-based nature. Nevertheless, engaging with the climate crisis can be a driver of positive change in university teaching and learning. This paper explores the potential of climate for
pedagogical renewal in higher education through an assessment of three spheres of enquiry: the ontological (interdependence of human beings and the natural environment), epistemological (sources of valid knowledge, academic disciplines and diverse knowledge traditions) and axiological (climate justice, the limits of state authority and the nature of the good life). 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.
TI  - Teaching Climate Change in the University
UR  - https://www.climate-uni.com/resources
ER  -