McCowan, Tristan;
(2023)
The climate crisis as a driver for pedagogical renewal in higher education.
Teaching in Higher Education
, 28
(5)
pp. 933-952.
10.1080/13562517.2023.2197113.
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Abstract
The planetary crisis facing humanity makes essential the incorporation of learning about climate change and sustainability in the university curriculum. Yet the ooting of climate change in values, knowledge systems and societal structures means that this incorporation must be more than just addition of knowledge content into a pre-existing curricular template. This article argues that the shifts required in a deep treatment of the climate crisis serve a broader purpose in driving positive change in university teaching and learning. Even within the confines of existing disciplinary divisions and mainstream epistemologies, possibilities exist for deepening critical reflection, pushing boundaries and opening imagination. The article explores this potential through an assessment of three spheres of enquiry: the ontological, epistemological and axiological. 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: | Article |
|---|---|
| Title: | The climate crisis as a driver for pedagogical renewal in higher education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13562517.2023.2197113 |
| Publisher version: | https://doi.org/10.1080/13562517.2023.2197113 |
| Language: | English |
| Additional information: | © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Climate change, interdisciplinarity, sustainability, teaching and learning in higher education, transformative education |
| 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/10173846 |
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