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1a:["$","p","5",{"children":[["$","span","0",{"children":"There are, of course, plenty of knowledge gaps remaining. Some of the projects try to fill them in ways that “do not look like a class” ("}],["$","a","1",{"href":"/how/17-feeling-futures-through-the-stuff-we-wear","rel":"noreferrer","children":["$","span","0",{"children":"Feeling Futures Through the Stuff We Wear"}]}],["$","span","2",{"children":") : peer-to-peer learning, building up knowledge from experience (the tour of a sustainable denim factory in "}],["$","a","3",{"href":"/how/17-feeling-futures-through-the-stuff-we-wear","rel":"noreferrer","children":["$","span","0",{"children":"Feeling Futures"}]}],["$","span","4",{"children":", the discovery of an organic produce store and an urban garden in "}],["$","a","5",{"href":"/how/21-pedagogías-del-mañana","rel":"noreferrer","children":["$","span","0",{"children":"Pedagogías del Mañana"}]}],["$","span","6",{"children":["). The goal is not to make sure that participants have a comprehensive knowledge of climate change – probably an impossible task –, rather to give them the tools, the ",["$","span","1",{"className":"long-word","children":"self-confidence"}]," and the desire to go find the information they need when they need it."]}]]}]
1b:["$","h2","6",{"children":["$","span","0",{"children":"Taking climate literacy to the next level"}]}]
1c:["$","p","7",{"children":["$","span","0",{"children":"There is a distinct educational element in many projects, focused not on generalities, but on more precise topics or issues:"}]}]
1d:["$","ul","8",{"children":[["$","li","0",{"value":"1","children":[["$","span","0",{"children":"Adaptation to climate change, readiness in the face of extreme events and “polycrisis” ("}],["$","a","1",{"href":"/how/19-aubervilliers-2124","rel":"noreferrer","children":["$","span","0",{"children":"Aubervilliers 2124"}]}],["$","span","2",{"children":", "}],["$","a","3",{"href":"/how/23-la-crise-dont-vous-êtes-le-héros","rel":"noreferrer","children":["$","span","0",{"children":"La Crise dont vous êtes le héros"}]}],["$","span","4",{"children":"…)"}]]}],["$","li","1",{"value":"2","children":[["$","span","0",{"children":"Mixing climate literacy and futures literacy: in the words of Aniela Fidler Wieruszewska ("}],["$","a","1",{"href":"/how/17-feeling-futures-through-the-stuff-we-wear","rel":"noreferrer","children":["$","span","0",{"children":"Feeling Futures Through the Stuff We Wear"}]}],["$","span","2",{"children":"), “"}],["$","i","3",{"children":["$","em","0",{"children":"framing sustainability in a futures lens evokes much more agency and generates more engagement."}]}],["$","span","4",{"children":"” Several projects concretely experiment this mix, particularly in higher education ("}],["$","a","5",{"href":"/how/42-imagining-2060","rel":"noreferrer","children":["$","span","0",{"children":"Imagining 2060"}]}],["$","span","6",{"children":")."}]]}],["$","li","2",{"value":"3","children":[["$","span","0",{"children":"Complexity and system-level change ("}],["$","a","1",{"href":"/how/27-youth-climate-lab","rel":"noreferrer","children":["$","span","0",{"children":"Youth Climate Lab"}]}],["$","span","2",{"children":")."}]]}],["$","li","3",{"value":"4","children":[["$","span","0",{"children":"Climate policymaking literacy: understanding who sets policy and how, how systems are regulated, how to assess and formulate policy, how negotiations work, etc. ("}],["$","a","1",{"href":"/how/11-local-conferences-of-youth","rel":"noreferrer","children":["$","span","0",{"children":["$","abbr","0",{"children":"LCOY"}]}]}],["$","span","2",{"children":", "}],["$","a","3",{"href":"/how/16-net-zero-you-th","rel":"noreferrer","children":["$","span","0",{"children":"Net Zero and You(th)"}]}],["$","span","4",{"children":") This connects to one of our transversal insights, “School of Activism, Activism as School”."}]]}],["$","li","4",{"value":"5","children":[["$","span","0",{"children":"Emotional literacy: being able to name one’s eco-emotions and to relate to others’ emotions, process grief, “"}],["$","i","1",{"children":["$","em","0",{"children":"hold conflicting truths: that climate change is terrifying and that constructive action is still possible"}]}],["$","span","2",{"children":".” ("}],["$","a","3",{"href":"/how/16-net-zero-you-th","rel":"noreferrer","children":["$","span","0",{"children":"Net Zero and You(th)"}]}],["$","span","4",{"children":", "}],["$","a","5",{"href":"/how/17-feeling-futures-through-the-stuff-we-wear","rel":"noreferrer","children":["$","span","0",{"children":"Feeling Futures"}]}],["$","span","6",{"children":")"}]]}]]}]
1e:["$","h2","9",{"children":["$","span","0",{"children":"Integrating Climate Literacy into standard education"}]}]
1f:["$","p","10",{"children":["$","span","0",{"children":"Several projects advocate for the presence of climate literacy in standard education, however, the way to reach this goal is not often described."}]}]
20:["$","p","11",{"children":[["$","span","0",{"children":"Climate change is not a discipline, rather a multi-faceted phenomenon that can never be grasped as a whole (a “hyperobject”, "}],["$","a","1",{"target":"blank_","href":"https://www.upress.umn.edu/9780816689231/hyperobjects/","children":["$","span","0",{"children":"in the words of Timothy Morton"}]}],["$","span","2",{"children":"). It can only be taught across disciplines ("}],["$","a","3",{"href":"/how/22-el-futuro-es-clima","rel":"noreferrer","children":["$","span","0",{"children":"El Futuro es Clima"}]}],["$","span","4",{"children":"), probably in a collective form (so that different learners can apply different lenses on the same questions), mixing hands-on and theoretical approaches ("}],["$","a","5",{"href":"/how/45-going-green-by-eduponics","rel":"noreferrer","children":["$","span","0",{"children":"Eduponics"}]}],["$","span","6",{"children":"). For the "}],["$","a","7",{"href":"/how/27-youth-climate-lab","rel":"noreferrer","children":["$","span","0",{"children":"Youth Climate Lab"}]}],["$","span","8",{"children":", Climate literacy education should also be "}],["$","i","9",{"children":["$","em","0",{"children":"“designed with regional specificity and culturally appropriate materials.”"}]}]]}]
21:["$","p","12",{"children":[["$","span","0",{"children":"Following the “Young Foresight Fellows” behind the "}],["$","a","1",{"href":"/how/18-emerging-horizons","rel":"noreferrer","children":["$","span","0",{"children":"Emerging Horizons"}]}],["$","i","2",{"children":["$","em","0",{"children":" "}]}],["$","span","3",{"children":"project, we can conclude that “"}],["$","i","4",{"children":["$","em","0",{"children":"advancing eco-literacy is a catalyst for transformative change"}]}],["$","span","5",{"children":"”, in education and beyond. "}]]}]
22:["$","p","13",{"children":[["$","span","0",{"children":["→ We dive deeper into these changes in the related “Key Learning” in the ",["$","abbr","1",{"children":"WOW"}],"! section: "]}],["$","a","1",{"href":"/wow/4-rethinking-learning-in-todays-and-tomorrows-world","rel":"noreferrer","children":["$","span","0",{"children":"Rethinking learning in today’s and tomorrow’s world"}]}],["$","span","2",{"children":"."}]]}]
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