The Hell of Lies, Denial, and Distraction: Critical Environmental Pedagogy Through Popular Dystopic Films

This chapter discusses the importance of global warming and its representation in popular dystopic films. The chapter analyzes the status of climate change in the era of lies, climate change deniers, popular climate disaster films, cultural hegemony, critical media literacy, and critical eco-pedagogy. It demonstrates that there is an essential connection between critical pedagogy and critical media literacy in education and activism. Neoliberal schooling is taken to task for its standardization, testing, and accountability fetish. This “mainstream” schooling is shown to lead to acquiescence and the development of consumer citizens rather than critical citizens. The development of a critical eco-pedagogy and critical media literacy are proposed as alternatives

Climate Change Education : A New Approach for a World of Wicked Problems

Human activity is the most important factor determining our future. The rapid growths of population and materialistic ways of living have given rise to what many geologists now call the era of the Anthropocene. We argue that in order to solve the wicked problems of the Anthropocene—such as climate change—we need education to be organized around sensing and actualizing the full potential of a human being. It is necessary to clarify the goal of education and the ideals of society toward that pursuit. Climate change education supports building societies that are characterized by flexible, creative, adaptable, well-informed and inventive sustainable well-being communities. In this article, we define the special aspects of climate change education and ask: how could we educate people for transformation toward a sustainable future? What kind of holistic change in thinking and action is needed for the construction of hope and of a sustainable future? What kind of pedagogical approaches can promote full humanness?Peer reviewe

Ecocentric education

Ecocentrism has roots in environmental philosophy, which questions the conceptual dichotomy between humans and the environment, acknowledging nonhuman species' right to flourish independently of human interest (Naess 1973). Generally, ecocentrism refers to a planet- and nature-centered as opposed to the human-centered (anthropocentric) system of values. Inspired by this philosophy, ecocentric education focuses on intrinsic values of the ecosystem, environment, and individual living beings and habitats in environmental education (EE) and education for sustainable development (ESD). https://rd.springer.com/referencework/10.1007/978-3-319-63951-2 LinkedIn: https://www.linkedin.com/in/helenkopnina