ror.org/030eybx10
Abstracts
Résumé
Les programmes éducatifs centrés sur la problématique du changement climatique sont le plus souvent axés sur des processus d’alphabétisation scientifique basés sur l’information issue des recherches en science du climat, sans considérer l’expérience sociale ni les dynamiques culturelles qui interviennent dans la construction des représentations sociales de ce phénomène. Or la prise en compte de cette dimension phénoménologique des réalités climatiques est essentielle pour relever adéquatement les défis de l’éducation et de la communication. Le principal obstacle au nécessaire changement social réside dans la nature structurelle de ce problème complexe, incluant ses dimensions morale, socio-politique, culturelle, socio-cognitive et psychosociale, qui conditionnent les représentations sociales et entravent l’adoption de changements significatifs dans les modes de vie individuels et collectifs liés aux activités qui bouleversent le climat. Dans cet article, trois types d’obstacles sont analysés et des propositions sont formulées afin de les surmonter.
Mots-clés :
- éducation relative à l’environnement,
- changement climatique,
- résistances culturelles,
- obstacles sociaux,
- action collective
Abstract
Educational programs on this vital topic consist of processes of scientific literacy based on information about the findings of climate science, without considering the respective social experience or a series of social and cultural processes intervening in building a social representation of this phenomenon. That is essential for focusing properly on the challenges for education and communication. The main “barrier” to the necessary social change is the complex structural nature of the phenomenon, in which there are obstacles of a moral, socio-political, cultural, socio-cognitive and psycho-social nature. These are conditioning the social representations and hindering the adoption of significant changes in lifestyles, both individual and collective, related to human activities that imbalance climate. Three types of obstacles are analysed and proposals are posited to overcome them.
Keywords:
- environmental education,
- climate change,
- cultural resistance,
- social obstacles,
- collective action
Appendices
Bibliographie
- Adams, S. (2001). Views of the uncertainties of climate change : a comparison of high school students and specialists. Canadian Journal of Environmental Education, 6, 58-76.
- Barnes, T. J. (1996). Logics of dislocation. Models, metaphors and meanings of economic space. New York : The Guilford Press.
- Bedolla, C.A. et Moreno, H. (2011). La ética del cambio climático. Revista Relaciones de Internacionales de la UNAM, 110, 121-137.
- Bellamy, R. et Hulme, M. (2011). Beyond the Tipping Point : Understanding Perceptions of Abrupt Climate Change and Their Implications. Weather, Climate and Society, 3, 48–60.
- Berman, M. (2007). Dark ages America. The final phase of empire. New York : W. W. Norton.
- Bord, R. J., Fisher, A. et O´Connor, R.E. (1998). Public perceptions of global warming : United States and international perspectives. Climate Research, 11, 75-84.
- Boykoff, M.T. (2011). Who Speaks for the Climate ? Making Sense of media Reporting on Climate Change. Cambridge : Cambridge University Press.
- Clark, F. J., Stamm, K. R. et Reynolds, P. (1998). Mass communication and public understaning of environmental risks : the case of global warming. Society for Risks Analisys 2008 Annual Meeting, 7-10 de diciembre, Boston, MA.
- COP21 - Conference of the Parties (2015). Adoption of the Paris Agreement. ONU – Convention Cadre sur le Changement Climatique. http://unfccc.int/resource/docs/2015/cop21/eng/l09.pdf. Consulté le 12-12-2015.
- Diamond, J. (2005). Collapse : how societies choose to fail or succeed, New York : Vicking-Penguin.
- Dietz, T. et Stern, P.C. (2002). New tools for environmental protection, education, information, and voluntary measures, Washington DC : National Academy Press.
- European Comission (2015). Special Eurobarometer 435. Climate Change. http://ec.europa.eu/clima/citizens/support/docs/report_2015_en.pdf. Consulté le 8-12-2015.
- Flannery, T. (2006). We are the weather makers. The story of global warming, Boston : Atlantic Monthly Press.
- Foladori, G. (2000). El pensamiento ambientalista, Tópicos en Educación Ambiental, 2 (5), 21-38.
- Gilmore, M. (2000). Ten illusions that must be dispelled before people will act on your global warming message, Climate Change Communication. Proceedings of an International Conference, 20-24 de junio, Kitchener-Waterloo, Ontario, Canada.
- González Gaudiano, E. (2007). Educación y cambio climático : un desafío inexorable. Trayectorias. 25, 33-44.
- González Gaudiano, E. et Maldonado González, A. L. (2013). Los jóvenes universitarios y el cambio climático. Xalapa : Universidad Veracruzana.
- Grothmann, T. et Patt, A. (2005). Adaptive capacity and human cognition : the process of individual adaptation to climate change. Global Environmental Change, 15 (3), 199-213.
- Hardin, G. (1968). The tragedy of commons. Science, 162 (3859), 1243-1248.
- Hempel, M. (2014). Ecoalfabetización : el conocimiento no es suficiente. En Prugh, T. y Renner, M. (Dirs.). Gobernar para la sostenibilidad. La situación del mundo 2014. Informe anual del Worldwach Institute sobre la sostenibilidad. Barcelona : Icaria.
- Heras, F. et Meira. P. Á. (2014). ¿Cómo podemos mejorar la calidad de la información sobre el cambio climático ? En León, B. (Coord.). Periodismo, medios de comunicación y cambio climático. Salamanca : Comunicación Social, 28-58.
- Hitchings, R. (2011). Coping with the immediate experience of climate : regional variations and indoor trajectories. WIREs Climate Change, 2 (2), 170-184.
- IPCC (2014). Climate Change 2014. IPCC Fifth Assessment Synthesis Report. Summary for Policymakers. Geneva : IPCC.
- Jaspal, R. ; Nerlich, B. et Cinnirella, M. (2014). Human Responses to Climate Change : Social Representation, Identity and Socio-psychological Action, Environmental Communication, 8 (1), 110-130.
- Kahan, D.M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L.L., Braman, D. et Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2, 732-735.
- Leiserowitz, A. A. (2005). American Risk Perceptions : Is Climate Change Dangerous ? Risk Analysis, 25 (6), 1443-1442.
- Lenzen, M. (2001). The role of equity and lifestyles in education about climate change : experiences from a large-scale teacher development program. Canadian Journal of Environmental Education, 6, 32-51.
- Lomborg, B. (2001). The skeptical environmentalist : measuring the real state of the world, Cambridge : Cambridge University Press.
- Martínez Alier, J. (2007), “El ecologismo popular”, Ecosistemas. 16 (3), 148-151.
- McBean, A. et Hengeveld, H.G. (2000). Communicating the science of climate change : a mutual challenge for scientists and educators, Canadian Journal of Environmental Education, 5 (1), 9-25.
- Meira, P. (2008). Comunicar el cambio climático. Escenario social y líneas de actuación, Madrid : Ministerio de Medio Ambiente y Medio Rural y Marino.
- Meira, P.Á. ; Arto, M. ; Heras, F. ; Iglesias, L. ; Lorenzo, J.J. et Montero, P. (2013). La respuesta de la sociedad española ante el cambio climático. 2013. Madrid : Fundación Mapfre.
- Morgan, M., Fischhoff, B ; Bostrom, A. et Atman, C.J. (2002). Risk communication a mental model approach. Cambridge : Cambridge University Press.
- Moscovici, S. et Hewstone, M. (1986). De la ciencia al sentido común. En Moscovici, S. (Ed.). Psicología social II. Barcelona : Paidós, 679-710.
- Moser, S. C. et Dilling, L. (2004). Making climate hot : communicating the urgency and challenge of global climate change. Environment, 46 (10), 32-46.
- Niemeyer, S., Petts, P. et Hobson, K. (2005). Rapid climate change and society. Assessing responses and thresholds, Risk Analysis, 25 (6), 1443-1456.
- O’Connor, R. E., Bord, R.J. et Fisher, A. (1999). Risk perceptions, general environmental beliefs, and willingness to address climate change, Risk Analysis, 19 (3), 461-471.
- Pape François (2015). Lettre Encyclique Laudato Si du Saint-Père François sur la sauvegarde de la maison commune. Vatican : Presses du Vatican
- Reynolds, T.W. ; Bostrom, A. ; Read, D. y Morgan, M.G. (2010). Now What Do People Know About Global Climate Change ? Survey Studies of Educated Laypeople. Risk Analysis, 30 (10), 1520-1538.
- Scruggs, L. et Benegal, S. (2012). Declining public concern about climate change : Can we blame the great recession ? Global Environmental Change, 22, 505–515.
- Smith, N. et Joffe, H. (2013). How the public engages with global warming : A social representations approach. Public Understanding of Science, 22 (1), 16-32.
- Spence,A. ; Poortinga, W. y Pidgeon, N. (2012) The Psychological Distance of Climate Change. Risk Analysis, 32 (6), 957-972.
- Sterling, S. (2001). Sustainable education : re-visioning learning and change, Bristol : J. W. Arrowsmith.
- Ungar, S. (2000). Knowledge, ignorance and the popular culture : climate change versus the ozone hole. Public Understanding of Science, 9, 297-312.
- Urbina, J. et Martínez, J. (Comps.) (2006). Más allá del cambio climático. Las dimensiones psicosociales del cambio ambiental global, México : INE-UNAM.
- Uzzell, D. L. (2000). The psycho-spatial dimension of global environmental problems, Journal of Environmental Psychology, 20 (4), 307-318.
- Velayos, C. (208). Ética y cambio climático. Bilbao : Desclée De Brouwer.
- Wagner, W. ; Hayes, N. y Flores, F. (2011). El discurso de lo cotidiano y el sentido común. La teoría de las representaciones sociales. Barcelona : Anthropos-UNAM.
- Weber, E.U. (2010). What shapes perceptions of climate change ? WIREs Climate Change, 1, May/June, 332-334.
- Whitmarsh, L. (2011). Scepticism and uncertainty about climate change : Dimensions, determinants and change over time. Global Environmental Change, 21, 690–700.
- Zehr, S.C. (2000). Public representations of scientific uncertainty about global climate change. Public Understanding of Science, 9, 85–103.