The fourth part of the draft syllabus is about the importance of sociale sciences and humanities.
You can find the content following the link:
Theme 4 - social sciences and humanities (pdf)
? please propose your comments and like comments in the comment box underneath.
Obviously, certainly, the longer-term solutions will regard the Social, and Behavioural. Psychology of change I'd advise to approach by ways of a (very) critical observation of contemporary attempts of revolt, notions of despair, etc. but also only appealingly new 'just' initiatives (students love this).
For more useful comments I will first study the detailed syllabus.
Should it be the part of the syllabus that focuses more on learning for climate action?
Does the fourth theme of the syllabus cover the importance of systems change and individual behaviour changes?
That would correspond to the fourth domain of GreenComp: "Acting for sustainability", and the competences Political agency // Collective action // Individual initiative)?
Although I don't have access to the details of the elements the syllabus contains (such would be most welcome, when available), we should not emphasize system change so much for that discourse is partly a process of kicking in open doors; the systems comprise individuals, persons - they (i.e. Us) are the system, so we should change (there is no 'thing', 'presence' that seeks to be commanded). Obviously, students that have missed out on the interdependencies and coupling of our systems should be introduced to them, but then one should move forward towards Behaviour (the core of our Economy). Only the person can from there embody and effectuate political agency. Collective action is only a realistic notion when arising from individual initiative (there is no 'Shared Responsibility, no 'We').
Obviously the understanding of the current economical model is a pre requisite. Not all students get it. The idea is not to criticize the "system" but to highlight the global interactions which are necessary to make this economical model work, which are responsible of the global situation. Individual actions are necessary but from IPCC last report concern about 25% of CO2 emission reduction, (if we only consider that aspect of the bioclimatic crisis). Let the responsibility relied on individual actions, has led the world in its current situation. International and National politicy makers have to drive the change.
nicolas duquenne Certainly it is of little use to simply criticize or try to break down 'the system', yet thus far many leaders kept away from Leading. When I speak of the relevance of the Individual, the Person, I don't mean 'Individualism' that is close to selfishness, a root cause of the downfall of a potentially workable economic system.
I think introducing the concept of 'Rights of Nature' to the curriculum could be a helpful way to reflect on system change that enables sustainable behavior of individuals and societies.
Could the 'Rights of Nature' take place under section 4.4 "Ecological thinking"?
François Jourde Yes, I think the section 4.4. Ecological thinking would be the right part for including the Rights of Nature.
In the Psychology of change I will present the content in a different way.
We can not challenge climate actions with negative prespectives ( although the situation is not positive) What happens when we say DO NOT LOOK AT THE ELEPHANT IN THE ROOM? we all look at the elephant in the room.
Why do not propose a positive rewording about climate actions?
i.e Wich climate do we want for now? lets make positive afirmations and therefore let's engage whith consequently actions.
Very much on the same page Judith - that is why I proposed to learn about the Climate, not overstress climate-Change.
That would be related to the competence area "Envisioning sustainable futures" in GreenComp. "
> "Futures literacy: To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future"
Hello everybody! In this theme or maybe even separate one (?) would be nice to add some objectives connected with direct actions of students - like peer group project or at least incorporate some content about citizen science. Here https://www.inaturalist.org/ - just an example of platform that could be used in order to find interesting projects, research held by ordinary people and students including those about climate change. I think making a space for advanced project work will bring more advantage to this type of course- climate change issues need direct actions - maybe through developing a little project we will equip our students with agency and at the same time give them faith and impression that every step counts (think globally and act locally). Additionally, more optimistic view of possible reversible effect should be in the course - we - adults- responsible for this mess - should give next generation hope and ideas how to change the pattern. Looking at this lecture made by Alan Savory(video about reversin desertification) : might be a light in the tunnel and something that motivate students to engage in science for climate change. Last thing: is to also give them accessible, reliable and free tool to build up knowledge about climate change and its effects by themselves. Our European Space Agency resources or EO Browser tool - can be useful to follow weather patterns, visible changes in water resources or desertification process - analysing satelite images does not require a deep knowledge - the changes are visible and appeal to everybody.
I've been looking around for the most appropriate place for an idea I have and I think Magdalena hit the nail on the head. I believe that our European School system needs more practical subjects which would enable those students who express their competences in a less academic way to be able to excel. This is why I propose/hope that this new subject can be approached as a research or fieldwork topic similar to IGCSE Global Perspectives. Students could choose an area/topic of local interest and link the themes to it through practical fieldwork, group paper, an individual paper and an exam for all. It would give the students the opportunity to make proposals at a local level and therefore contribute practically to sustainable development and 'saving the planet'.
Why is action limited to social sciences and humanities?
As a social scientist, I do not fully understand the role of this part of the curriculum.
Would this be the place for the rise of data-driven decision making should be explored?
Also what about the role played by media in media-rich society - addressing for instance misinformation, disinformation and fake news ?? see for instance https://arcg.is/1n10D0
Addressing disinformation and fake news is very important in general, and in my opinion it should have a place in this syllabus, too.
Iva Naranđa we'll find clear links with DigComp 2.2.
In my opinion, the content and the learning objectives (and limitations) are clearly stated, but activities in proposed syllabus looks limited only to students who have access to those associations, not for all students. It would be good to propose more students activities in which everyone can participate.
Here are some more topics we should add to the curriculum.
General Censorship and Propaganda
796 articles and videos about the topic. Like climate change, most people have no idea how bad it is.
https://uncensorednews.us/censorship/categories
Climate Censorship
https://uncensorednews.us/climate-change-censorship
Climate Change Propaganda
https://uncensorednews.us/climate-change-propaganda
And we need to pay particular attention to the refuting the lies the carbon lobby releases.
"How can there be global warming when it is so cold outside."
"The climate is always changing."
"It is caused by solar cycles."
"Global warming is good for agriculture."
"The problem is your personal carbon footprint"
"Oil creates jobs."
Others.
Regenerative Agriculture
https://uncensorednews.us/regenerative-agriculture
Planting Water
https://uncensorednews.us/planting-water/
GeoThemal
https://uncensorednews.us/geothermal
Transportation
https://uncensorednews.us/transportation/categories
Gas Pipeliness
You cannot understand geopolitics without knowing where the gas pipelines are located.
https://uncensorednews.us/gas-pipelines
Food Prices
https://uncensorednews.us/food-prices
Carbon Lobby
https://uncensorednews.us/carbon-lobby
Activism
https://uncensorednews.us/activism
Climate Victories
https://uncensorednews.us/climate-victories
And here is the text book for the class.
https://www.theguardian.com/books/2022/oct/26/the-climate-book-by-greta…
Some things worth adding here:
- Importance of worldviews, mental models, values, metaphors for systemic transformation;
- iceberg model of systemic thinking; iceberg model of culture;;
- (Western) philosophical roots of anthropocentrism and egocentric and bio holistic alternatives (instead of Man above and against Nature, humans as part of web of life);
- new ‘visions of a good life’ (IPBES) and IPBES values assessment; - philosophical alternatives and indigenous experience;
- Western notions of progress and rationality;
- individuality vs. community; liberty versus responsibility;
- hedonic and eudaimonic wellbeing; selfishness versus altruism;
- utilitarianism and homo economics; competitiveness versus cooperation;
- human strive for success and sense;
- social tipping points;
- deceleration and ‘slow’ movements;
- system and international system change compass;
- carbon inequalities
- climate delay discourses
- vested interests and power relations
- climate anxiety and building seeds of hope
- responses to planetary emergency: activism, civil disobedience, grand resignation, engagement
Dear Jos, thank you very much for starting the conversation with such clear ideas.