How does climate crisis change the curriculum?

A Climate Crisis Thinking in the Humanities and Social Sciences
event. Shifting the question from ‘how should climate change be put
into the curriculum?’ to ‘how does it transform the curriculum?’
opens up the subject in new ways across the world. How does it
change the way in which each subject (including humanities) is
conceptualised, taught and related to other subject areas? What
education do students need to equip them with the information,
critical abilities and practical adaptability to build liveable
futures? How can they develop the skills and vocabularies to deal
with emotions around instability, uncertainty and loss? In the
coming decades, what will employers want from their employees? What
will drive sustainability and innovation in the world of work? What
effects will choices embedded in curricula have on the capacity of
societies to adapt to change and to manage it in ways that are just
and productive? Educators and makers of education policy need a
clear picture of the purpose of education in these contexts as well
as a nuanced sense of what roles educators can and should play.
Countries like the UK have been slow to introduce these issues into
education systems, so what can be learned from educators in
countries and regions that have been at the forefront of this
thinking? Participants: Rahul Chopra (IISER, Pune; TROP ICSU
project) Kim Polgreen (Wytham Woods/Oxford teachers) Amanda Power
(History, Oxford) Steve Puttick (Education, Oxford) James Robson
(SKOPE, Oxford) Arjen Wals (Wageningen, NL; UNESCO Chair of Social
Learning and Sustainable Development) Chair: William Finnegan
(OUCE, Oxford) Learn more about the Climate Crisis Thinking i the
Humanities and Social Science here:
torch.ox.ac.uk/climate-crisis-thinking-in-the-humanities-and-social-sciences