Towards transformative social learning on the path to 1.5 degrees

Thomas Macintyre, Heila Lotz-Sisitka, A.E.J. Wals, Coleen Vogel, V.C. Tassone

Research output: Contribution to journalArticleAcademicpeer-review

13 Citations (Scopus)

Abstract

This paper provides insights into learning orientations and approaches that encourage change and transformation on the path to achieving the 1.5 degree C target. This literature review of the climate change and education/learning interface positions relevant literature in a heuristic tool, and reveals different learning approaches to addressing climate change. We highlight that although traditional lines of departure for achieving climate targets are usually technocratic in nature, especially if a zero emissions pathway is aimed for, there is an increasing realisation that climate issues are complex, deeply intertwined with unsustainable development and cultural change, and require collective engagement. Through considering the 1.5 degree C target as a metaphor for the fundamental changes needed in society, we argue that a wide range of learning orientations, including more inclusive and transformative social learning approaches, are needed to address the colossal challenges facing society.
Original languageEnglish
Pages (from-to)80-87
JournalCurrent Opinion in Environmental Sustainability
Volume31
DOIs
Publication statusPublished - Apr 2018

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