The Climate Crisis as a Driver for Pedagogical Renewal in Higher Education

Autor/in	McCowan, Tristan
Titel	The Climate Crisis as a Driver for Pedagogical Renewal in Higher Education
Quelle	In: Teaching in Higher Education, 28 (2023) 5, S.933-952 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCowan, Tristan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2023.2197113
Schlagwörter	Climate; Educational Change; Teaching Methods; Epistemology; Social Structure; Higher Education; Environmental Education; Transformative Learning; Interdisciplinary Approach; Sustainability; Learning Processes + Suchen Sie Ihr Suchwort? Klima; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Sozialstruktur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Nachhaltigkeit; Learning process; Lernprozess
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01