Suchergebnisse

Eight out of ten Spaniards think the hole in the ozone layer, caused by human actions, is the key physical cause of climate change. This belief, constructed from scientific elements (concepts, images, icons, discourse), is a product of popular culture. Science has never confirmed this relationship. It was the ability of popular culture to incorporate scientific «objects» according to its own epistemology that established and popularised the idea until it became a global cultural belief. The divergence between social and scientific representation invites us to reflect upon how contemporary societies embrace and remodel scientific culture to construct representations for interpreting reality and directing responses (or inaction) to threats identified by science. ; This article is part of the Resclima Project, funded by the Ministry of Economy and Competitiveness of the Government of Spain within the VI National R+D Programme 2008-2011, year 2012, REF. EDU2012-33456 (www.resclima.info) ; SI

[ES] La Educación Ambiental está en una encrucijada: la que determina la emergencia climática como evidencia más urgente, pero no la única, de que la civilización humana está impactando contra los límites biofísicos del planeta, incrementando el sufrimiento y amenazando su propia existencia. Cabe preguntarse si la Agenda 2030 y sus Objetivos de Desarrollo Sostenible serán capaces de cambiar esta trayectoria y modificar la relación directa que continúa estableciéndose entre crecimiento, bienestar social y sostenibilidad ambiental. El estado de alarma y excepción mundial generado por el COVID-19 ha irrumpido en este escenario mostrando la fragilidad estructural del capitalismo global de mercado, al menos en dos circunstancias: de un lado, la que revela su incapacidad para salvaguardar la vida humana; de otro, la que recuerda cruelmente que los seres humanos somos, como todas las especies que habitan la Tierra, inevitablemente ecodependientes. En esta coyuntura nos preguntamos qué Educación Ambiental es necesaria, deseable y posible, tomando conciencia de que nada –ni biológica ni socialmente– nos protege del colapso. Sin caer en el desasosiego, reivindicando su naturaleza política, pedagógica y social, pondremos énfasis en sus contribuciones cotidianas a una globalización alternativa. La aspiración, hoy como ayer, no reside en adjetivar una educación sino en transformar todas las educaciones y no solo aquellas que se refieren al "cuidado del ambiente". [EN] Environmental Education is at a crossroads: the one that determines the climatic emergency as the most urgent evidence, but not the only one, that human civilization is impacting against the biophysical limits of the planet, increasing suffering and threatening its own existence. It is worth asking whether the 2030 Agenda and its Sustainable Development Goals will be able to change this trajectory and modify the direct relationship that continues to be established between growth, social well-being and environmental sustainability. The worldwide state of alarm and exception generated by COVID-19 has broken into this scenario, showing the structural fragility of global market capitalism, in at least two circumstances: on the one hand, the one that reveals its inability to safeguard human life; on the other, the one that cruelly remembers that human beings are, like all the species that inhabit the Earth, inevitably eco-dependent. At this juncture we ask ourselves what Environmental Education is necessary, desirable and possible, realizing that nothing – neither biologically nor socially – protects us from collapse. Without falling into unease, vindicating its political, pedagogical and social nature, we will emphasize its daily contributions to an alternative globalization. The aspiration, today as yesterday, does not reside in adjectivizing an education but in transforming all educations and not only those that refer to "caring for the environment".

Environmental Education is at a crossroads: the one that determines the climatic emergency as the most urgent evidence, but not the only one, that human civilization is impacting against the biophysical limits of the planet, increasing suffering and threatening its own existence. It is worth asking whether the 2030 Agenda and its Sustainable Development Goals will be able to change this trajectory and modify the direct relationship that continues to be established between growth, social well-being and environmental sustainability. The worldwide state of alarm and exception generated by COVID-19 has broken into this scenario, showing the structural fragility of global market capitalism, in at least two circumstances: on the one hand, the one that reveals its inability to safeguard human life; on the other, the one that cruelly remembers that human beings are, like all the species that inhabit the Earth, inevitably eco-dependent. At this juncture we ask ourselves what Environmental Education is necessary, desirable and possible, realizing that nothing - neither biologically nor socially - protects us from collapse. Without falling into unease, vindicating its political, pedagogical and social nature, we will emphasize its daily contributions to an alternative globalization. The aspiration, today as yesterday, does not reside in adjectivizing an education but in transforming all educations and not only those that refer to "caring for the environment". ; La Educación Ambiental está en una encrucijada: la que determina la emergencia climática como evidencia más urgente, pero no la única, de que la civilización humana está impactando contra los límites biofísicos del planeta, incrementando el sufrimiento y amenazando su propia existencia. Cabe preguntarse si la Agenda 2030 y sus Objetivos de Desarrollo Sostenible serán capaces de cambiar esta trayectoria y modificar la relación directa que continúa estableciéndose entre crecimiento, bienestar social y sostenibilidad ambiental. El estado de alarma y excepción mundial generado por el COVID-19 ha irrumpido en este escenario mostrando la fragilidad estructural del capitalismo global de mercado, al menos en dos circunstancias: de un lado, la que revela su incapacidad para salvaguardar la vida humana; de otro, la que recuerda cruelmente que los seres humanos somos, como todas las especies que habitan la Tierra, inevitablemente ecodependientes. En esta coyuntura nos preguntamos qué Educación Ambiental es necesaria, deseable y posible, tomando conciencia de que nada -ni biológica ni socialmente- nos protege del colapso. Sin caer en el desasosiego, reivindicando su naturaleza política, pedagógica y social, pondremos énfasis en sus contribuciones cotidianas a una globalización alternativa. La aspiración, hoy como ayer, no reside en adjetivar una educación sino en transformar todas las educaciones y no solo aquellas que se refieren al "cuidado del ambiente". Este trabajo se inscribe en el marco del Proyecto RESCLIMA-2 titulado "Educación para el cambio climático en Educación Secundaria: investigación aplicada sobre representaciones y estrategias pedagógicas en la transición ecológica" (RTI2018-094074-B-I00). Financiado por el Ministerio de Ciencia, Innovación y Universidades (Agencia Estatal de Investigación) en la convocatoria 2018 del Programa Estatal de I+D+i orientada a los retos de la sociedad. ; A educação ambiental está em uma encruzilhada: a que determina a emergência climática como a evidência mais urgente, não a única, de que a civilização humana está impactando contra os limites biofísicos do planeta, acrescentando o sofrimento e ameaçando sua própria existência. Vale perguntar se a Agenda 2030 e seus Objetivos de Desenvolvimento Sustentável poderão mudar essa trajetória e modificar a relação direta que continua sendo estabelecida entre crescimento, bem-estar social e sustentabilidade ambiental.O estado mundial de alarme e exceção gerado pelo COVID-19 entrou nesse cenário, mostrando a fragilidade estrutural do capitalismo de mercado global, em pelo menos duas circunstâncias: por um lado, a que revela sua incapacidade para proteger a vida humana; por outro, aquele que lembra cruelmente de que os seres humanos são, como todas as espécies que habitam a Terra, inevitavelmente ecodependentes.Em este momento, nos perguntamos que Educação Ambiental é necessária, desejável e possível, percebendo que nada -nem biológica nem socialmente- nos protege do colapso. Sem cair na inquietação, reivindicando sua natureza política, pedagógica e social, enfatizaremos suas contribuições para uma globalização alternativa. A aspiração, hoje como ontem, não reside na adjetivação de uma educação, mas sim na transformação de todas as educações e não apenas daquelas que se referem a "cuidar do meio ambiente".

Situando sus argumentos en las convergencias y divergencias que existen entre el «ambientalismo» y el «ecologismo» como movimientos sociales, el texto que presentamos analiza el desarrollo histórico de la Educación Ambiental como una respuesta pedagógica y social a la crisis ambiental en las últimas décadas. Para ello, se parte del concepto de campo social de Pierre Bourdieu y del análisis genealógico de Michel Foucault, desvelando sus significados –simbólicos y materiales– inherentes a los modos de construir el relato institucional, protagonizado fundamentalmente por la unesco y el pnuma, de la Educación Ambiental (ea) y su progresiva sustitución por la que ha dado en llamarse Educación para el Desarrollo Sostenible (eds). El afán alternativo y transformador de aquella (ea) se ha ido acomodando a las pretensiones reformistas de esta última (eds), en un contexto internacional que legitiman los Objetivos del Desarrollo Sostenible, sin que los movimientos ambientalistas, ecologistas y postecologistas estén articulando un plan de acción común, con propuestas educativas compartidas, coherentes y consistentes ; The text that we present examines the historical development of Environmental Education as a pedagogical and social response to the environmental crisis of the last few decades, by placing its arguments on the convergences and divergences that exist between «environmentalism» and the «ecologism» as social movements. For this we start from Pierre Bourdieu's concept of social field and Michel Foucault's genealogical analysis, revealing the material and symbolic meanings inherent to the ways of building the institutional story of Environmental Education (ee) and its progressive replacement by that which has become known as Education for Sustainable Development (esd), which is led mainly by unesco and unep. The alternative and transforming desire of the former (ea) has been adjusting to the reformist claims of the latter (eds), in an international context that the Objectives of sustainable development validate, ...

The paper presents a descriptive study that analyzes the relationship between science and common culture in the social representations of problems arising from climate change, stressing the importance of promoting adequate communication and education on climate risks and their implications for health. The global climate change on Earth due to natural and anthropogenic causes that occurs at different time scales is a matter of controversy among scientists, policy makers and especially among ordinary citizens who are informed, generally, for the most common means of communication, creating a common culture in relation to this aspect that reveals very interesting facts about what is meant and is known for Climate Change and the consequences that such knowledge can lead to mitigate or otherwise increase. The construction of the common culture on climate change and the problems that entails is comprised of different construction way scientific element; so that knowledge of the common culture on Climate Change can improve education and communication about the threat of it to health. The study was conducted from the selection of a significant sample of 512 university students taking as independent variables the branch of knowledge and the course. Has been used as a tool for data collection a questionnaire with 45 questions of closed type, of which the first 32 questions are made with the intention of assessing students' knowledge regarding Climate Change and the remaining 13 questions are related personal and subjective aspects ; This paper is part of the research RESCLIMA project supported by the Ministry of Economy & Competitiveness, Government of Spain (EDU2015-63572-P) ; SI

This work was developed as partof the RESCLIMA project(2012 –present) The projectinvestigatedtherelationship between science and common culture in social representations of climate change. Itcontributesto education and communication on climate risksandexplores the complex logic that lies inthe construction of climate changeknowledgeand the role that scientific culture plays in this process. RESCLIMA attends tothe need to expand knowledge on "social factors" of climate change and its application in designingpolicies, programs and educational and communicative resources on socio-environmental problemsand on the environmental crisis in general.The 'social factor,'that is, the way thatpeopleperceive and valueclimate changeinformation, is crucial to taking responsible actions. On the one hand, it putspressure on decision-makers to adopt more forceful response policies. On the otherhand, it influences our own personal disposition to accept and adopt significant changes in everyday life, such as those connected withafossil fuels-based energy model. This project is financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union.

This work was developed as partof the RESCLIMA project(2012 –present) The projectinvestigatedtherelationship between science and common culture in social representations of climate change. Itcontributesto education and communication on climate risksandexplores the complex logic that lies inthe construction of climate changeknowledgeand the role that scientific culture plays in this process. RESCLIMA attends tothe need to expand knowledge on "social factors" of climate change and its application in designingpolicies, programs and educational and communicative resources on socio-environmental problemsand on the environmental crisis in general.The 'social factor,'that is, the way thatpeopleperceive and valueclimate changeinformation, is crucial to taking responsible actions. On the one hand, it putspressure on decision-makers to adopt more forceful response policies. On the otherhand, it influences our own personal disposition to accept and adopt significant changes in everyday life, such as those connected withafossil fuels-based energy model. This project is financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union.

Trabajo enmarcado dentro del proyecto Resclima: respuestas educativas y sociales al cambio climático ; College students are a sector of the population that is called to play a fundamental role in the future societies. This responsibility with and for society cannot obviate humanity's main challenge nowadays, the anthropogenic climate change. To this end, it is necessary to understand the climatic problem in all its dimensions, in order to propose and accept strategies and measures of adaptation and mitigation. In this paper we present a research on college students of the Universidade de Santiago de Compostela (N = 644). A closed end questionnaire was used to explore college students´ climate literacy level. Outcomes were compared according to academic discipline and year course. There were statistically significant differences in the distributions of responses (ANOVA) between areas of knowledge and of university degree fields. Nevertheless, in the case of comparing 1st year students with 4th year students there is not statistical significance. Outcomes suggest that most of the information with which college students build their representation of climate change comes from their stage in secondary education and experiences out of the educational system ; This work was developed in the framework of the Resclima project, financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union ; SI

Impacts of climate change are increasingly felt in our daily lives. Although scepticism is still found among certain social groups, most lay discourses show awareness of the current environmental challenges. In order to move forward and develop action plans to mitigate and adapt to climate change, young people are an important voice to be heard. This research article tackles questions pertaining to the relation between climate change communication, education and social perception of science, exploring social and cultural representations of climate change through the discourses of young people. Fieldwork involved eight focus groups conducted in Brazil, Mexico, Portugal and Spain with a total of 50 higher education students of Experimental/Natural Sciences and Engineering, and of Social Sciences and Humanities. Discussions were organized around 16 images referring to the causes, consequences and responses to climate change. Without significant differences between knowledge areas or countries, findings point to awareness of multiple types of responses to climate change, even though students' analyses were more grounded on common culture than on solid scientific evidence and language. Adaptation strategies were more rarely mentioned than mitigation actions. A strong emphasis was put on barriers to response implementation. Moderate optimism regarding some possible responses was impaired by distrust regarding the political and economic systems leading to calls for transformation at multiple levels. ; MINECO -Ministerio de Economía y Competitividad(EDU2012-33456) ...