Community Philosophy and the Climate Crisis

The following resources are made available to members of the global education network ‘Community Philosophy and the Climate Crisis’ and to other interested parties. If you wish to join our network, please read our Ethos and Aims and then contact Michelle to be added to the Google Group.

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List of resources on this page (regularly being updated):

  • Blog post ‘Wake Up!’ by Michelle Sowey
  • Slideshow to present to school leaders when seeking their support for the School Strike For Climate
  • Facebook page: Young Environmental Philosophers
  • High school philosophy activity: Why Act Now? Considering reasons for climate action
  • High school philosophy workshops: So Entitled – Human nature, human rights, legal personhood and the basis of rights
  • Primary school philosophy module: Wild and Free (NB: More primary school workshops will be added to this page soon!)
  • ‘Intergenerational Justice’ podcast transcript
  • Papers on the application of Citizens’ Assemblies in educational contexts

Related organisations:

  • Community Philosophy and the Climate Crisis (global network of philosophers and educators). Please contact Michelle (Co-convener) with any enquiries.
  • Philosophers for Sustainability – encouraging philosophers to take leadership on climate change and environmental sustainability.

 

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Blog post
In my blog post Wake Up! Philosophy education and the climate crisis I suggest four ways in which philosophy educators can contribute to action on the climate and ecological emergency.

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Slideshow to present to school leaders when seeking their support for the School Strike For Climate

Shared here for anyone to use or adapt as they see fit.
Choose from Keynote version OR Powerpoint version

Notes:

  • The last few slides relate to the Australian context – please feel free to adapt to your local context.
  • This presentation is typeset in Montserrat. The text may need to be reformatted if that font is not available on your system.
  • Please check layout before presenting as this presentation was prepared in Keynote, and formatting may differ in Powerpoint.

Recommended further reading: Don’t Mention the Emergency? by Jane Morton

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Facebook page: Young Environmental Philosophers
All welcome to join!
The page Young Environmental Philosophers – Melbourne is for young people (and their families/supporters) who are big thinkers and concerned about climate and environmental justice. On that page I share articles that dig deeper into the ideas that underlie environmental beliefs and actions. I will also be publicising occasional live workshops in Melbourne where environmentally-minded young people can think over puzzling questions together, share their ideas, examine their assumptions, weigh up different arguments, and deepen their understanding.

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High school philosophy activity: Why Act Now? Considering reasons for climate action

Shared under a Creative Commons license: Attribution-NonCommercial.

You can download activity description and printable cards for an inquiry activity in which students work in small groups to rank a given set of reasons for climate action, and to consider their justification for prioritising some reasons over others, before opening to a whole-class discussion. Note: This resource was adapted by The Philosophy Club from an educational activity designed by Green-Schools Ireland.

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High school philosophy workshops: Human nature, human rights, legal personhood and the basis of rights

Shared under a Creative Commons license: Attribution-NonCommercial-NoDerivatives.

You can download the workshop plans for ‘So Entitled’, our two-hour philosophical enquiry into rights and legal personhood. The first workshop includes a card sorting activity (as described in the workshop plan) using these printable cards and headers to identify what it is about being human that entitles us to rights. The second workshop includes a series of video clips which invite discussion of such as questions as ‘Should rights be granted on the basis of capacities or needs?’ and ‘Should rights always be accompanied by responsibilities?’ Accompanying video clips are: Chimpanzee mirror self-recognition (edited excerpts) (apologies for watermark), ‘The Corporation’ (edited excerpts), ‘The River is Me’ (edited excerpts), and ‘Animals – Property or Persons?‘ (by Voiceless Australia).

Entitles us to rights photo

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Primary school philosophy module: ‘Wild and Free’

Shared under a Creative Commons license: Attribution-NonCommercial-NoDerivatives.

You can download four philosophical enquiry lesson plans and associated stimuli and activities, colour coded by suitability for primary school children of different ages. The enquiries are entitled ‘Wilder Than You Know’, ‘Wild Things’, ‘The Wild Girl’, and ‘Wild vs. Domesticated’. Also included is a page of conceptual background for teachers, examining the concepts ‘Wild’ and ‘Free.

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‘Intergenerational Justice’ podcast transcript

You can download my (slightly rough) abridged transcript from podcast episode ‘Intergenerational Justice’ on Canada’s Flourish radio (CJSW studio), featuring excellent interviews with climate justice philosophers Corey Katz and John Nolt.

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Papers on the application of Citizens’ Assemblies in educational contexts

Samuelsson, M. (2016), Education for Deliberative Democracy: A typology of classroom discussions. Democracy and Education 24(1), 1-9.

Samuelsson, M. (2018), . Education for Deliberative Democracy and the Aim of Consensus, Democracy and Education 26(1), 1-9.

Gershtenson, J., Rainey G., & Rainey, J. (2010), Creating Better Citizens? Effects of a model citizens’ assembly on student political attitudes and behavior. Journal of Political Science Education 6(2), 95-116.

Reykowski, J. (2006), Deliberative Democracy and “Human Nature”: An empirical approach. Political Psychology, 27, 323-346.

Weasel, L. (2017), From Deliberative Democracy to Communicative Democracy in the Classroom. A Response to “Education for Deliberative Democracy: A Typology of Classroom Discussions”. Democracy and Education 25(1).

Backer, D.I. (2017), The Critique of Deliberative Discussion. A Response to “Education for Deliberative Democracy: A Typology of Classroom Discussions”. Democracy and Education 25(1).

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Climate change educational resources and training websites and programs

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Further resources will be added to this page soon.