Universities and climate change: Introducing Climate Change to University Programmes
Book Review
Reviewed by Piotr Kurczewski
Leal Filho W. (ed.)
Springer
2010
Basic information about the book
283 pages
21 chapters
Cases discussed:
Nigeria,
Australia,
Malaysia,
Slovakia, Latvia, Lithuania, Spain, Finland, Germany,
the US
Chapter 1
Climate Change in World Universities - survey
To gauge:
level of awareness &
needs of the students
1,250 students
166 universities
43 countries
Conclusions:
1. too complex/scientific/abstract
2. not only technological aspects count
3. more coverage in teaching programmes needed
Germany
Chapter 2
Problem: how to create capacity building programmes for university students
Three components: training, mentoring, networking
Nigeria
Advice: university students at all levels should be engaged in education for sustainable development
Chapter 3
Australia
Problem:
growing vulnerability of the coastal areas of Australia
Identified reasons:
1/ science-policy divide
2/ boundries between academic disciplines
Conclusion:
“Deeper engagement across historically disparate groups can lead to the development of epistemological and methodological synergies between social and natural scientists, adaptive learning, reflexive governance, and greater analytical and deliberative understanding among scientists, policymakers and the wider public.”
Chapter 4
Spain
Problem: how to achieve greater autonomy in terms of energy consumption
Solution: introduce pro-sustainable initiatives, e.g. ZERO Emissions, The Caravan for the Climate, The Solar Wave
But: to increase awareness it takes technical measures + educational activities
Chapter 5
the U.S.
Proglem: the climate change will increase water pollution associated with nitrogen inputs and outputs occurring on campus
Idea: design a nitrogen budget to monitor nitrogen fluxes that affect ground and surface water
Intention: sustainable measures of management + introduce a teaching tool that helps "empower students to act toward sustainability and accountability"
Chapter 6
Problem: how HEIs can train adequately and sufficiently educated future professionals
Australia
Sugestion: “pathways to action are opened through ‘learning by doing’ pedagogies tied to real-life situations through community engagements, partnerships, and projects”
Golden rule:
theoretical preparation
+
solving real-life problems
Chapter 7
the U.S.
Problem: how to increase students' concern over climate change
Suggestion: through storytelling they establish stronger relationship with nature
Chapter 8
Problem: how to design better study programmes for climate change education
Latvia
"the cooperation between stakeholders and academics is of major importance in the development of the study process."
Idea: promote cooperation between different types of HEIs (technological, classical)
Germany
Chapter 9
Problem: how to design a good educational program that would address the complexity of CC (IPCC AR4)
Skills: reading and understanding CRs, critical analysis, interdisciplinary co-op, communication of the contents
Difficulties: IPCC AR4 too complicated for undergrads + avoided presenting to non-experts
Chapter 10
Australia
Problem: what is the best sustainability approach a university can commit to?
Pro-eco initiatives: campus organic garden, on-campus bicycle fleet, recycling program etc.
Holistic approach: students need to make connection (knowledge + personal responsibility)
Chapter 11
Slovakia
Wonder: what are students' expectations regarding education about climate change?
survey
Findings:
1/ more "real-life" tasks
2/ greater comprehension of issues
3/ imbalance between n.s. and s.s.
4/ teachers insufficient motivation
5/ lack of funds
6/ administrational inflexibility
Chapter 12
Australia
Challenge: colloaboration of 5 HEIs in reducing GHG
Goal: reduce GHG to 25% below 2007 levels by 2020
Trigger: Kevin Rudd government's "liking" of Kyoto Protocol
Results: so far so good
Chapter 15
Germany
Problem: how does organizational learning work in a sustainability-oriented HEI?
>> formalized knowledge as a foundation of shared knowledge
but: HEIs' organizational structure("loose" and "coupled") poses challenge
Chapter 18
Australia
Problem: insufficient professional capacity available to govs/industry/communities hinders sustainability policies on global, national and local level?
Advice: focus on engaged learning
Assumed benefits:
1/ students' commitment
2/ collaboration and cooperation
3/ greater social good over personal academic achievement
Chapter 19
Finland
Idea: new competences for new times
Prescribed pedagogical model: interaction and co-op, linking-thinking, critical reflection, participation, spatiality and time-scale, knowledge and skills
Chapters...
14 - altering the life habits of family members (Lithuania)
16 - Spare Time University
17 - groundwater geothermal heat pump (the U.S.)
20 - impact of organic and local food on university climate footprint
21 - training a "new type of professional" sensitive to and knowledgable about environmental issues (Latvia)
13 - Geographical Info System (Malaysia)
Thank you!
© Piotr Kurczewski
mindfulness - compassion - love - empathy
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