Barnaby Sandow, Head of School at ACS Cobham, asks how we can re-focus our approach to education to realistically frame the growing global climate crisis.
Environmental education is not consistent in the UK. Whilst it encompasses multiple topics, environmental education has no defined syllabus or structure, which means in practice, it’s a subject matter that ‘falls through the gaps’.
It’s possible that a student could do 10,000 hours in the classroom, and only hear about environmental issues or discuss the effects of climate change in ten of them. As each #FridaysForFuture protest passes, it’s starkly obvious that we need an education ready to support ‘Generation Greta’.
But what is an environmental education, and how should it be included within a school curriculum?
Broadly speaking, an education that encourages students to embrace their global citizenship; to stand up and act for causes they believe in; to develop understanding and tolerance of other nations by teaching from multiple perspectives; and to foster a culture of collaboration across borders, is the foundation of an environmental education.
If students develop an international, open-minded and progressive social mindset, it follows that environmental concerns would form a filter through which their academic subjects are considered.
I am evangelical in the belief that this, an international education, is exactly the type of education that the world needs right now. It’s imperative that children experience different cultures and perspectives – this is what education is about. This will help them develop crucial critical thinking skills – they will make judgements independently on how they choose to live their lives and in turn, how their influence can help protect the environment.
In the world our children inhabit, the most recognisable climate activist is Greta Thunberg; a girl from Sweden, who decided to skip school to protest the rapid onset of climate change. Put simply, she felt the need to step out from the confines of her education to speak – and she also felt the absence of an adult leader or role model who was doing enough.
What can we say, when it is the classroom that confines its students from free speech? It seems that Generation Z feel misrepresented to the extent that they have championed the leadership shown by a child, rather than adult policy makers. So, we must start again; back in the classroom.
“At the heart of every global threat is a failure of leadership,” said Kate Robertson, co-founder of the youth not-for-profit organisation, One Young World. In the next generation of politicians, businesspeople, board members and trailblazers, leaders will need to consider environment first, profit second.
“This new generation is the most informed, most educated, most connected generation in human history,” she reminds us. So, what can we teach them, to prevent another age of failing governments?
Environmental education can exist across numerous study subjects. But perhaps the most important areas for this generation to focus building on include climate change (and global warming as a symptom of this); water scarcity, droughts and flooding; pollution (including plastics); and deforestation. These are the critical issues for students around the world.
Environmental education doesn’t have to be limited to the classroom either; encourage your students to consider these issues in the context of their extra-curriculars, whether they’re penning a screenplay, creating their own documentary, protesting at Westminster or developing technological ideas that can have a positive environmental impact. A deeper understanding of the environmental crisis and a range of strong leadership skills should be woven into all areas of school life. But it’s within the context of a global mindset, that this will be the generation that is ready to action meaningful change for us all.