Abstracts
Résumé
La nécessité d’apporter des réponses adéquates aux changements climatiques pose pour l’éducation relative à l’environnement (ERE), plusieurs défis quant à la diffusion des connaissances et leur traduction en actions, dans un contexte de déni persistant sur fond de polarisation idéologique. Certaines sciences cognitives, telle la psychologie cognitive, jettent un éclairage sur ces défis qui peut s’avérer riche en enseignements pour l’ERE. Toutefois, ces travaux s’exposent à au moins deux catégories de critiques. Les premières, d’ordre épistémologique et méthodologique, questionnent la reproductibilité et la validité externe des résultats et mettent au jour des penchants déterministes et centrés sur l’individu. Les autres, d’ordre éthique et politique, s’inquiètent des tendances post-démocratiques des solutions suggérées. Dès lors, que pourrait retenir l’ERE des enseignements des sciences cognitives pour favoriser l’action climatique et de quoi devrait-elle se garder ? Cette question est explorée à travers une analyse critique de ces enseignements, soulignant l’importance du développement de compétences métacognitives et de la lutte contre l’individualisme, et la nécessité d’approches plus démocratiques.
Mots-clés :
- éducation relative à l’environnement,
- changements climatiques,
Abstract
The necessity to provide adequate responses to climate change presents environmental education (EE) with several challenges regarding the dissemination of knowledge and its translation into action, accompanied by persistent denial against a background of ideological polarization. Some cognitive sciences, such as cognitive psychology, shed light on those challenges, which can be rich in lessons for EE. Yet, this research is exposed to at least two categories of criticism. The first, of an epistemological and methodological nature, questions the reproducibility and external validity of the results, as well as problematic individualistic and deterministic tendencies. The other, of an ethical and political nature, worries about the post-democratic tendencies of the suggested solutions. What, then, could EE gather from cognitive sciences’ insights to promote climate action, and what should it be wary of ? This question is explored through a critical analysis of those insights, highlighting the importance of developing metacognitive skills and fighting against individualism, and the need for more democratic approaches.
Keywords:
- environmental education,
- climate change
Appendices
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