Harris distinguishes between teaching for understanding versus knowing climate change
Photo: Markus Spiske / Unsplash
Dylan Harris published an article distinguishing between ‘understanding’ and ‘knowing’ climate change, and outlining ways to teach that integrate the two. He makes the distinction as: “the former referring to how students can learn about the functioning of the global climate system and the latter referring to how students can metabolize that information in their own terms.” The article also introduces “key concepts for teaching climate science and then discussing climate climate justice as a framework for helping students know about others’ experiences of climate change.” Finally, he identifies “climate storytelling as a method of teaching that allows students to develop their own knowledge of climate change, blending both understanding and knowing.” The paper is particularly relevant for teachers, but applicable to anyone teaching climate change.
