Thinking Further Ahead

(return to New School Futures introduction and Education Futures (Wikipedia))

UNESCO's Futures of Education

Acknowledging the massive threat of climate change and biodiversity depletions, UNESCO launched its Futures of Education project in 2019. It also cited inequalities, political extremism and the fragmentation of societies, all of which have been affected by significant advances in digital communication, artificial intelligence, and biotechnology. Since then the world has also had to contend with pandemic lock-downs and military adventures. These factors are contributing to what we might define as a ‘perfect storm’ on a global scale. Terms such as ‘wicked problem’ or ‘super-wicked problems’ are, therefore appropriate, given that they describe separate problems that stubbornly exist as co-dependent or interdependent systems.

Citing t suggested that the role and purpose of education needs rethinking. In seeking “innovative solutions beyond established sectoral approaches and disciplinary boundaries” it calls for a mobilization of collective imagination and intelligence. This would require innovative learning systems that could foster inclusive and social cohesion. Sharing knowledge by offering collaborative learning (digital & physical) spaces e.g. to explore mathematics/art education & fostering collective imagination. Rethinking and adopting new internationalized learning systems| legitimizing different ways of knowing (esp. those outside traditional Western paradigm).
Pert, Candace. (2012). Molecules of Emotion : Why You Feel the Way You Feel. Simon & Schuster, Limited. ISBN 978-1-4711-0970-6. OCLC 1090987991. ‘communities of knowledge’ consisting of individual ‘knowledge keepers’
CLIMATE ANXIETY
cited by 199 - UK? Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R.E., Mayall, E.E., Wray, B., Mellor, C. and van Susteren, L., 2021. Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12), pp.e863-e873. the first large-scale investigation of climate anxiety in children and young people globally 10,000 children 16–25 years in 10 countries. 59% were very or extremely worried and 84% were at least moderately worried). More than 50% reported each of the following emotions: sad, anxious, angry, powerless, helpless, and guilty. More than 45% of respondents said their feelings about climate change negatively affected their daily life and functioning, and many reported a high number of negative thoughts about climate change (eg, 75% said that they think the future is frightening and 83% said that they think people have failed to take care of the planet). Respondents rated governmental responses to climate change negatively and reported greater feelings of betrayal than of reassurance. Climate anxiety and distress were correlated with perceived inadequate government response and associated feelings of betrayal. LINK - learning outcomes and student-inspired suggestions to local Council and Gov representatives see Hannam, D., 2001. A pilot study to evaluate the impact of student participation aspects of the citizenship order on standards of education in secondary schools. Report to the DfEE.
ECO ANXIETY
Léger-Goodes, T., Malboeuf-Hurtubise, C., Mastine, T., Généreux, M., Paradis, P.O. and Camden, C., 2022. Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Frontiers in Psychology, 13. Berry et al. (2010) propose three categories of mental health impacts of climate change: direct, indirect, and vicarious. Most research has focused on the direct impacts of climate change on mental health, which are those that happen after experiencing an extreme weather event such as a flood, an earthquake, or a hurricane. These major life disruptions can lead to post-traumatic stress disorder (PTSD), depression disorders, anxiety disorders, substance use disorders, and suicidal thoughts (Berry et al., 2010; Hayes et al., 2018; Cianconi et al., 2020). Indirect impacts of climate change can also affect mental health through consequences on the economy, migration, damage to physical and social infrastructure, food and water shortages, and conflict; all of which have been linked to stress, grief, anxiety and depression (Akresh, 2016; Hayes et al., 2018). However, even without experiencing the direct or indirect effects of climate change, many feel distress simply by being aware of the global environmental crisis (Pihkala, 2018).
Wu, J., Snell, G. and Samji, H., 2020. Climate anxiety in young people: a call to action. The Lancet Planetary Health, 4(10), pp.e435-e436
Battaglia, J., Coverdale, J.H. and Bushong, C.P., 1990. Evaluation of a Mental Illness Awareness Week program in public schools. The American journal of psychiatry.
Steven Taylor, Anxiety disorders, climate change, and the challenges ahead: Introduction to the special issue, Journal of Anxiety Disorders, Volume 76, 2020, 102313, ISSN 0887-6185, https://doi.org/10.1016/j.janxdis.2020.102313. (https://www.sciencedirect.com/science/article/pii/S0887618520301274) Adaptive Anxiety can motivate climate activism but Maladaptive Anxiety can create passivity but feeling incapable of addressing the problem. 3 types of interventions are needed to address the various types of climate-related anxiety: (1) programs that motivate people to overcome anxious passivity and thereby take action to mitigate the effects of climate change, (2) treatment programs that address anxiety associated with exposure to climatic stressors, and (3) programs that build resilience at an individual and community level, to help people better cope with the challenges ahead.
Wells, J., Barlow, J. and Stewart‐Brown, S. (2003), "A systematic review of universal approaches to mental health promotion in schools", Health Education, Vol. 103 No. 4, pp. 197-220. https://doi.org/10.1108/09654280310485546
Rao, M.E. and Rao, D.M., 2021, July. The mental health of high school students during the COVID-19 pandemic. In Frontiers in Education (Vol. 6, p. 719539). Frontiers Media SA.
Thai, T.T., Vu, N.L.L.T. and Bui, H.H.T., 2020. Mental health literacy and help-seeking preferences in high school students in ho Chi Minh City, Vietnam. School Mental Health, 12(2), pp.378-387.
Asanov, I., Flores, F., McKenzie, D., Mensmann, M. and Schulte, M., 2021. Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World development, 138, p.105225. Closure of schools + social isolation
HIGH ACADEMIC PRESSURE
Wilkes, C., Lewis, T., Brager, N., Bulloch, A., MacMaster, F., Paget, M., Holm, J., Farrell, S.M. and Ventriglio, A., 2019. Wellbeing and mental health amongst medical students in Canada. International Review of Psychiatry, 31(7-8), pp.584-587. [Canada - cited by 56 | medical students have high levels of mental ill-health and psychological | high-pressure environment | 26% students diagnosed with a mental health condition prior to medical school | 36% had seen mental ill-health professionals (mainly anxiety) | 83% reported studies as a significant cause stress | 22% tested as CAGE positive | 70% of medical students met specified case criteria for exhaustion on the Oldenburg Burnout Inventory]
Graihagh Jackson, presenter of the BBC podcast ‘The Climate Question’
James Arbib
Aoife O’Leary
Dr Jan Rosenow.