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Ethico-moral dimensions and emotions in climate change education?
Exploring senior high-school teachers′ meta-emotion philosophies.
Gothenburg (Sweden)
Örebro University Library
Concerning climate change (CC) and other sustainability challenges the need for a global ethics has been emphasized. This puts moral demands on people to take into account not only their immediate environment, but also future generations, people living in faraway places, and animals/nature. How to best include these ethico-moral dimensions in ESD has been discussed. This presentation focuses on the importance of moral emotions. Scholars have argued that art and literature can be utilized to spark empathy or moral outrage in regards to creatures who are spatially and temporally distant. Some, however, claim that this is not enough since people can cope with upsetting emotions evoked in ways that stifle moral impulses, leading to inaction. Others complicate the matter further arguing that these emotion regulation strategies are influence by larger ″unsustainable″ emotion norms. What′s missing in the literature is an exploration of teachers′ views of the role of emotions in ESD. Taking departure in theories about emotion regulation and moral development, meta-emotion philosophies, and teacher beliefs, it is argued that these are important to consider since they can influence didactical choices, which in turn influence learning processes around ethicomoral questions. The aim is to investigate senior high-school teachers′ meta-emotion philosophies regarding CC-education, i.e., views and feelings about students′ emotions and their role in learning processes, and strategies to handle emotions in the classroom. Seventeen senior high-school teachers were interviewed. Thematic analysis is performed and results will be discussed in relation to the theories mentioned above and to practical implications for including ethico-moral dimensions in ESD.
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