Climate Change Education in Ukrainian Universities…
385
2 Theoretical Background
2.1 Global Climate Change Phenomenon as a Specifically
New Learning Objective
Nowadays, human-induced climate change impact is presented at the global level
(IPCC 2018), affecting mostly all communities worldwide. At the same time, climate
change can be regarded as a relatively new social-ecological phenomenon, raised
in scientific discourses in the past 20–30 years only (Kronlid 2014). That is why
education needs to develop capabilities to enable adaptation and mitigation, as well
as reduce vulnerability. A necessity in a transformation of climate change related
education occurred, caused by constant changes in paradigms about the nature of
climate change adaptation, and its relation to social systems. Since climate change
learning process is related to a challenge of “epistemic uncertainty” of climate change
negative impacts, the focus should be given to “transformative approach to climate
change learning as capability” (Kronlid 2014).
Historically, universities are being regarded as institutions responsible for forming
the societal future by addressing the main ecological and socio-cultural challenges
and enabling the development of key competences in their students (Rieckmann 2012;
Kronlid 2014; Facer et al. 2019). Currently, this university function has been put in
doubt considering the role of universities in responding to “one of the fundamental
failures of contemporary anticipation: namely, the significant warming of the climate,
and its consequent material, social and ecological disasters” (Facer et al. 2019).
Besides that, traditional university education tends to be “fact-based” one, losing
the civic empowerment component. It is often focused on “acquisition metaphor”
on learning, as one dealing with “knowledge, concept…, schema, fact, material,
contents” (Sfard 1998). Considering the specificity of climate change phenomena, it
could be important to introduce a “participation metaphor” as a more relevant view
of university learning. It indicates key competencies as a clear way to action through
“reflection, communication, … democratic competence and reflective knowing, …
development through participation … and adult learning” (Sfard 1998).
A gap between climate change science and youth civic activism has been reported
recently in US higher education as well. Universities do not provide comprehensive
and uniform access to locally-produced climate change research resources (Goldman
and Hyams 2019). Moreover, the climate change learning still is dominated by technical and scientific discourses, lacking educative analysis, social justice, and ethic
research (Kronlid 2014). Hence, more effort on science communication and social
participation is needed.
Climate change learning is directly related to key human capabilities of ensuring
social security and well-being; climate change education can even serve as an institutional conversion factor. “Transformative climate change education … is important,
as it might help turn adaptation resources into more viable functionings under the
postnormal condition of climate change” (Kronlid 2014, p. 76). In other words,
education could offer a sustainable source of local capacity and solutions due to
385
2 Theoretical Background
2.1 Global Climate Change Phenomenon as a Specifically
New Learning Objective
Nowadays, human-induced climate change impact is presented at the global level
(IPCC 2018), affecting mostly all communities worldwide. At the same time, climate
change can be regarded as a relatively new social-ecological phenomenon, raised
in scientific discourses in the past 20–30 years only (Kronlid 2014). That is why
education needs to develop capabilities to enable adaptation and mitigation, as well
as reduce vulnerability. A necessity in a transformation of climate change related
education occurred, caused by constant changes in paradigms about the nature of
climate change adaptation, and its relation to social systems. Since climate change
learning process is related to a challenge of “epistemic uncertainty” of climate change
negative impacts, the focus should be given to “transformative approach to climate
change learning as capability” (Kronlid 2014).
Historically, universities are being regarded as institutions responsible for forming
the societal future by addressing the main ecological and socio-cultural challenges
and enabling the development of key competences in their students (Rieckmann 2012;
Kronlid 2014; Facer et al. 2019). Currently, this university function has been put in
doubt considering the role of universities in responding to “one of the fundamental
failures of contemporary anticipation: namely, the significant warming of the climate,
and its consequent material, social and ecological disasters” (Facer et al. 2019).
Besides that, traditional university education tends to be “fact-based” one, losing
the civic empowerment component. It is often focused on “acquisition metaphor”
on learning, as one dealing with “knowledge, concept…, schema, fact, material,
contents” (Sfard 1998). Considering the specificity of climate change phenomena, it
could be important to introduce a “participation metaphor” as a more relevant view
of university learning. It indicates key competencies as a clear way to action through
“reflection, communication, … democratic competence and reflective knowing, …
development through participation … and adult learning” (Sfard 1998).
A gap between climate change science and youth civic activism has been reported
recently in US higher education as well. Universities do not provide comprehensive
and uniform access to locally-produced climate change research resources (Goldman
and Hyams 2019). Moreover, the climate change learning still is dominated by technical and scientific discourses, lacking educative analysis, social justice, and ethic
research (Kronlid 2014). Hence, more effort on science communication and social
participation is needed.
Climate change learning is directly related to key human capabilities of ensuring
social security and well-being; climate change education can even serve as an institutional conversion factor. “Transformative climate change education … is important,
as it might help turn adaptation resources into more viable functionings under the
postnormal condition of climate change” (Kronlid 2014, p. 76). In other words,
education could offer a sustainable source of local capacity and solutions due to