climate change education dominic
TRANSCRIPT
Redefining Education in a Climate Changing World
Redefining Education in a Climate Changing World
Dominic D’SouzaAssociate Director, Laya
FABC 1st Climate Change Regional Seminar - South Asia
Mumbai, IndiaMarch 3 - 4, 2015
‘Unsustainable development’ - cause of human-induced Climate Change
Environmental degradation and Green House Gas (GHG) emissions: 2 dimensions of ‘unsustainable development’
‘Skepticism’ and ‘Certainty’ Human response: frog in warming water Paradigm shift needed in understanding ‘sustainable
development’ Focus on ‘ecosystems’ help to understand and
respond to impacts of Climate Change
Some Assumptions
Natural resources are limitless? Industrial Revolution: wanton degradation and
destruction of the natural resources: overuse of fossil fuels, and also, acceleration of Green House Gas (GHG) emissions Corporate greed and ‘unjust’ profit real cause of GHG
emissions.
Unsustainable Development
depletion/pollution of natural resources: air, water and soil;
destruction of ecosystems and extinction of wildlife
Environmental Degradation
Environmental degradation
‘Historical emissions’ overstressed the globalatmospheric commons ‘climatic imbalances’ – climate change: Impacts experienced in different ecosystems differently by:incidence of cyclones/typhoons,erratic rainfall, floods and droughts, rise in temperature, sea level rise, etc.
Climate Imbalances and Disasters
• 350 ppm of carbon: sustainable carrying capacity of earth
• Increasing at @2 ppm of carbon per year
Carbon consumption: • World’s average: 4 tons per person/year• Sustainable average: 2 tons per person
/year
Climate change: ‘heightens’/ ‘accelerates’ the intensity and frequency of natural disasters and accelerates environmental degradation
Climate Change: Urgent Issue
Increasing ‘certainty’ of human induced Climate Change: International Panel on Climate Change (IPCC)’s Assessment Reports:First Report: 1990Supplementary Report: 1992Second Report: 1995Third Report: 2001Fourth Report: 2007Fifth Report: 2014
Certainty?
Sustainable development is a contested and constantly evolving concept that is guided by the will to improve everyone’s quality of life, including that of future generations, by reconciling economic growth, social development and environmental protection.
Improving the quality of our life implies a change in our learning. As UNESCO’s Director-General Koïchiro Matsuura stresses: "Education – in all its forms and at all levels – is not only an end in itself but is also one of the most powerful instruments we have for bringing about the changes required to achieve sustainable development."
From UNESCO (2005) ‘ESD at a Glance’
Sustainable Development
Communities - dependent on eco-systems for their survival: coastal, forests, arid and semi-arid, mountainous, urban•affected differently in different ecosystems•do not contribute to the problem: low carbon users
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Impact of Climate Change on Ecosystem Communities
Education in the Times of Climate Change - A Template
Key components of holistic education in a climate changing world: Science and wisdom: basis of the crisisPolitical economy: the dynamics of decision-makingEthics: justice and equity aspectsRelevant action: engagement opportunities at the micro-macro level
Science and Community Wisdom
Concepts (from ‘science’ and ‘community wisdom’) related to the history and causes of climate change;
Knowledge and skills to discern between certainties, uncertainties, risks and consequences of environmental degradation, disasters and climate change;
Knowledge of mitigation and adaptation practices that can contribute to building resilience and sustainability.
Industrialized countries historical and present emissions;
Developing countries future emissions Industrialized countries have accumulated enormous wealth: at what cost to the global commons?!
The poor the current stabilization of the environment by their low carbon lifestyles
Developing countries must have the means to take care of a majority of their marginalized population
Per capita consumption of the marginalized must increase to maintain quality of life
Political economy – local and global
International impasse:
Science – the causes and effects of climate change, - what we can do about it.
Ethics: what we should do! Ethics: making judgments about what is fair, equitable
and just Ethical dimensions of climate change: climate justice;
ecological justice (eco-justice). Not been addressed adequately in climate policy
debates or literature on climate change
Climate Ethics
Truly global phenomenon Compromises basic human rights Historical and current emissions have profoundly
intergenerational effects Our theoretical tools are underdeveloped
Climate Change: Challenges to Ethical Action
Climate Change:
Ethics and Values
Need v/s greed: challenge the consumerism culture Survival v/s luxury emissions: sustainable living Polluters must pay: responsible for overexploitation Equity in the ‘global ecological space’ Intergenerational responsibility
Urgent Relevant Action
Critical reflection Name and shame the culprits Pursue sustainable development Vulnerability assessments of communities in
ecosystems Enquire into the kind of learning for change Learning from well articulated community based
responses
Key actions:
Low carbon pathway means at one level a technological revolution
At another level it also means a lifestyle change
What is the way forward in a lifestyle change?
Some examples:
Self: Carbon footprint
Institution: Energy audit
Community: Building resilience
Relevant Actin for Low Carbon Pathway
The total amount of greenhouse gases produced to directly and indirectly support human activities, usually expressed in equivalent tons of carbon dioxide (CO2).
Carbon Footprint
understand and analyze its energy utilization Identify areas where energy use can be reduced, Decide on how to budget energy use Plan & practice feasible energy conservation methods Curtail energy wastage Reduce energy costs Increases awareness of energy issues among personnel
The Role of Energy Audit
An institution can:
Building community resilience (e.g., in a forest ecosystem):Coping with natural disasters: hazard mapping, disaster preparedness and managementChange in cropping pattern: paddy to millets, pulses, etc.Sustainable harvesting of forest produceSustainable use of energy: woodstoves, solar, nano-hydels, hydrams, water filters, etc.
Building Community Resilience
HydramFuel Efficient Wood Stove
Nano-Hydel
Solar lantern
Bio sand filter
Decentralized Renewable Energy Access
Hydram
Coping with ‘erratic rainfall’
‘Vegetative’ fencing
Growing mixed crops on slope landsBanana intercropped with pineapple and turmeric
From commercial to traditional crops
Collection of traditional seeds
What is Climate Change?: the science, the impacts What has caused – is causing - Climate Change?: the
political and economic compulsions/choices What are the ethical implications of Climate Change?:
affects all, without exception, here and now and the future
What do we need to do about it?: self, institution, community, etc
In the above context: the need to redefine education as ‘life-long learning’ in a Climate Changing World: critical thinking, analysis for behavioral change.
Redefining Education in a Climate Changing World
Learning to know Learning to do Leaning to be (human) Learning to live (sustainably)
-Delors, et al. 1996. Learning: The Treasure Within. Paris, UNESCO
Principles of Learning
Four Pillars of Learning: