Climate change is now a crisis, so it wouldn’t be wrong at all. Limiting global temperature and minimizing climate conditions requires urgent and collective action. In order to avoid possible major disasters as a result of the climate crisis, global greenhouse gas emissions must be reduced by 45% by 2030 and net-zero must be reproduced by 2050. Scientific reports say that sea level rise will submerge some island countries, reduce agricultural expandability, become more frequent in extreme weather conditions, and lead to devastating losses.
On the other hand, we see that skeptical or neglectful attitudes about climate change continue. Climate impacts do not all attract the same level of concern. There are still those who are skeptical that the reason why climate change has become a crisis is caused by humans. It is no secret that the perception of climate change is affected by political views. Political views can change both the way climate information is accessed and how it is interpreted. One’s political views flex the combining properties of the incoming climate.
Children
However, there is a group that perceives information differently than adults who access it. There is still a group that has shaped transactions with their worldview or political views. Children…
Children are experiencing the reality of climate. Uncertain, inconsistent weather conditions are observed. They witnessed the pandemic. They hear news of fires and floods. The technology, which has very fast features, provides climate conditions with satellite images and computer models. Climate change is talked about in schools. Social climatic conditions affect the cries of people experiencing climate temperatures.
They are slowly finding themselves in a situation of injustice. From the behavior of yesterday’s and today’s adults to the deterioration of the climate and the reproduction of children; they understand this. “What right do they have, we cannot make my future unlivable?” The question of course comes to their mind.
Expected From Children
On the other hand, our expectations are from the children. We say, they are the leaders of the future. We say that they should succeed in dealing with environmental problems. We say that they should not do as we do. Let them be conscious… Let them be conscious and set an example for their mothers and fathers… Because we, today’s adults, could not do it. We could not stop the environmental problems that have been talked about for fifty years and the climate problem that has been talked about for thirty years. But we talked a lot (!).
When we say, “Let’s leave aside those responsible for the climate crisis and raise awareness among our children,” we need to think again. How can we raise awareness? Are we conscious enough? If we are conscious, then why does this consumption frenzy continue? Why do we produce so much waste? Why do we pollute? Why do we continue to warm the planet?
As can be understood, we are starting the awareness raising work in a somewhat foul way. Educators always explain the importance of being the right example and presenting the right model in education. Since it is obvious that we are not the right model, we will start by saying, “Do as I say, not as I do!”.
Expected From Climate Consciousness
Let’s then ask: What do we expect from awareness-raising?
If you ask me, we should expect this: Awareness raising that will produce responsible behavior. This is a process of gaining knowledge and skills that will lead to responsible behavioral change against the climate crisis. We are talking about an awareness process that will ensure that individual behavioral changes are reflected in social practices. It is not possible only with scientific information.
In my opinion, the fruits of this awareness-raising process should be as follows:
- Once children understand the causes of climate change, they should be able to discuss options for reducing greenhouse gas emissions in their own country and criticize when necessary,
- Should be able to question whether emission reduction options contribute to climate justice,
- Be able to discuss the connection between their local environment and the global environment,
- Develop an understanding of how individuals and groups can become climate-friendly.
The climate crisis requires urgent and global action. Individuals, communities, countries… We all need to change our current habits, attitudes and behaviors. Without even thinking, “Let him do it first, then I…” An attitude such as “Let me do it, and on the other hand, let me do my best to make him do it too” and appropriate behavior is required.
Has the training provided to date been sufficient?
Climate researchers have been warning for years, at least for the last three decades, about the very serious consequences of global warming caused by greenhouse gas emissions. They publish scientific reports. But all this information has not yet enabled us to take adequate precautions against these dangers. In other words, we can say that the climate information provided to date has not sufficiently led to a change in attitude and behavior in adults of yesterday and today.
To prevent the same thing from happening to our children, we must first ask “Why?” I guess it’s necessary to ask. Why have the climate information provided so far been ineffective and failed to achieve its purpose?
Naturally, it may seem that the first thing to do in order to limit global warming or prepare for the risks of climate change is to gain knowledge on the subject. We can also think that from now on, the causes and consequences of climate change should be emphasized. Then we say, “The more people know about the causes and consequences of climate change, the more willing they will be to change their behavior.” However, considering the current situation, we see that mere knowledge of climate facts is not enough for individuals to change their behavior. What is needed then?
It is very difficult to answer this question. But the need to do things differently is clear. Undoubtedly, it is necessary to move beyond knowledge-based, didactic teaching models and choose active learning models. Learning models that are more participatory, where contributions from different disciplines are taken, and creativity is encouraged. In my opinion, a rich content in which not only the scientific dimension of climate change but also its social, ethical and political complexity is questioned should take its place in the teaching plan. It may be thought that we should not confuse children with political chaos. But isn’t this the root cause of the problems? Shouldn’t we now be learning to demand climate action from policymakers? Isn’t demanding action the same as demanding the right to life? It is necessary to be able to demand the conditions necessary to live at every age. What is it if not one of the building blocks of awareness, starting from childhood, to understand how our lives are linked to environmental policies and to demand environmental rights from policy makers?
It seems that we need to go beyond the apocalypse and prophecy discourses regarding the effects of climate change. Although this bombardment of fear is somewhat necessary to understand the seriousness of the situation, it should be emphasized that there is still something that can be done without putting children in a spiral of anxiety. Yes, a difficult future awaits us, but there are things that can be done.
The power to bring about a collective effort… This should be the real purpose of raising children’s awareness. The belief that collective effort can bring about change will provide the necessary motivation. Awareness-raising efforts make the child realize, “Change is possible when my efforts are combined with the efforts of my friend, my family, my country and other countries. If it ends with the statement “Walking on this path with my values will add meaning to my life,” I think we can talk about awareness-raising.
The Need for a Participatory, Multi-Disciplined, Creative Education Model
Of course, we will have big questions: Why do greenhouse gases occur? Why does it warm the planet? Why do we consume so much? Why are species disappearing? Why did emissions continue to increase for years even though the effects of greenhouse gases were known? Where are the policies in this? Can we individually contribute to these policies? Can we be part of the solution?
We will look for answers to these questions together with the children. We won’t just do this in classrooms. Outside the classroom, in museums, in nature parks, in waste storage areas, next to a chimney emitting emissions, on a piece of dry land… Televisions, newspapers, communication channels, movies and novels will tell us how we can act together rather than spreading fear. Everyone will do their share. Children will seek answers to their questions through participatory processes and feel that they can contribute to the solution. All disciplines will not refrain from contributing to the process. People from different branches will try to see through the eyes of children the contribution of their workplaces to climate change and how they can reduce this, and to explain it in a simple way that children can understand. The possibilities of technology will try to spread this wisdom that is the basis of life. We won’t pretend to do it, we will actually do it. We will raise awareness together with the children.
Wouldn’t it be more beautiful?