Towards transformative social learning on the path to 1.5 degrees – new paper on learning in times of runaway climate change


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. The review paper is published in: Current Opinion in Environmental Sustainability 2017, 31:80–87 and is part of a Special Issue on Sustainability governance and transformation, edited by Bronwyn Hayward and Linda Sygna

Find the pdf here or download a personal copy here: TLearningClimateChangeCoSuSpaper2018

Perhaps one of the most interesting elements of the paper is the distinction made between four types of learning:



Find the pdf here or download a personal copy here: TLearningClimateChangeCoSuSpaper2018

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