Climate Change Education: From Critical Thinking to Critical Action

Vaughter, Philip (2016). Climate Change Education: From Critical Thinking to Critical Action. UNU-IAS Policy Brief Series. United Nations University Institute for the Advanced Study of Sustainability.

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  • Sub-type Policy brief
    Author Vaughter, Philip
    Title Climate Change Education: From Critical Thinking to Critical Action
    Series Title UNU-IAS Policy Brief Series
    Volume/Issue No. 4
    Publication Date 2016
    Place of Publication Tokyo
    Publisher United Nations University Institute for the Advanced Study of Sustainability
    Pages 4
    Language eng
    Abstract Effective policy related to climate change education requires not only a commitment to teach and learn but a commitment to act. Research has shown that knowledge alone is insufficient for societies to change behaviour; therefore, policymakers must move beyond education systems that simply transmit knowledge to ones that promote graduates who are engaged in systemic change. This policy brief recommends that policy emphasise action competence, not just knowledge, in developing curriculums and learning outcomes related to climate change literacy, create learning environments in which students are able to practice action competence in responding to climate changes by minimising operational policy and practices that contradict competencies being taught in relation to climate change, and target adult and senior learners for climate literacy and building action competence with regard to climate change.
    UNBIS Thesaurus CLIMATE CHANGE
    Keyword Climate change education
    Education policy
    Copyright Holder United Nations University
    Copyright Year 2016
    Copyright type All rights reserved
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    Created: Mon, 01 Feb 2016, 16:55:39 JST by Lucia Kovacova on behalf of UNU IAS