McCowan, Tristan;
(2022)
Teaching Climate Change in the University.
(Transforming Universities for a Changing Climate Working Paper Series
8).
Climate-U, UCL Institute of Education: London, UK.
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Abstract
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.
| Type: | Working / discussion paper |
|---|---|
| Title: | Teaching Climate Change in the University |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.climate-uni.com/resources |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10167309 |
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