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12:["$","h2","2",{"children":["$","span","0",{"children":"Beyond awareness"}]}]
13:["$","p","3",{"children":[["$","span","0",{"children":"A little less than half (24 out of 54) of the projects identified within WTFutures felt it necessary to develop their participants’ basic awareness of climate change and/or to dispense knowledge of its causes and consequences (in the form, for example, of a "}],["$","a","1",{"target":"blank_","href":"https://climatefresk.org/world/","children":["$","span","0",{"children":"Climate Frescoe"}]}],["$","span","2",{"children":"). The others did not see this as necessary. What surveys and projects alike do seem to say is that there is no longer a strong need to develop the "}],["$","i","3",{"children":["$","em","0",{"children":"awareness "}]}],["$","span","4",{"children":"of climate change among young people, and that its first- and second-order consequences are also generally understood. "}]]}]
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16:["$","h2","6",{"children":["$","span","0",{"children":"Taking climate literacy to the next level"}]}]
17:["$","p","7",{"children":["$","span","0",{"children":"There is a distinct educational element in many projects, focused not on generalities, but on more precise topics or issues:"}]}]
18:["$","ul","8",{"children":[["$","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"}]}],["$","span","6",{"children":")"}]]}]]}]
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1a:["$","p","10",{"children":["$","span","0",{"children":"Several projects advocate for the presence of climate literacy in standard education, however, the way to reach this goal is not often described."}]}]
1b:["$","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":["$","em","0",{"children":"“designed with regional specificity and culturally appropriate materials.”"}]}]]}]
1c:["$","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"}]}],["$","span","5",{"children":"”, in education and beyond. "}]]}]
1d:["$","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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