Abstract

The impacts of climate change present numerous risks to the present and future state of teaching and learning. Natural disasters such as hurricanes, heat waves, flooding, blizzards, wildfires, sea level rise, and droughts threaten our ability to produce the learning outcomes promised to our pupils. Taking action to adapt to imminent climate-related challenges and mitigating measures that provoke and prolong ecological challenges is critical to the survival of these cultural institutions. Paradoxically, centers of teaching and learning can be seen as both victims of climate change as well as an instrumental part of the solution. Providing an efficient and effective education to the world’s youth is a catalyst for the innovations that future generations of skilled professionals will use to combat climate change. Educational settings are also crucial venues for raising social awareness about anthropogenic climate change to undermine the complacency and denialism that have stagnated the global response to this crisis thus far. This paper incorporates suggestions from climate scientists and learning scientists about how to change how we teach, where we teach, and what we teach to ensure teaching enterprises survive and thrive in the face of a changing climate.

摘要

气候变化的影响给当前和未来的教学状态带来了诸多风险。飓风、热浪、洪水、暴风雪、野火、海平面上升和干旱等自然灾害威胁着我们实现向学生承诺的学习成果的能力。采取行动适应迫在眉睫的气候相关挑战，并采取缓解措施引发和延长生态挑战，对于这些文化机构的生存至关重要。矛盾的是，教学中心既可以被视为气候变化的受害者，也可以被视为解决方案的重要组成部分。为世界青年提供高效和有效的教育是创新的催化剂，未来几代熟练的专业人员将利用这些创新来应对气候变化。教育环境也是提高社会对人为气候变化的认识的重要场所，以消除迄今为止导致全球对这场危机的反应停滞不前的自满情绪和否认情绪。本文结合了气候科学家和学习科学家关于如何改变的建议 我们的教学方式 、 教学地点 和 教学内容 ，以确保教学企业在不断变化的气候中生存和发展。