A special issue of the Journal of the Philosophy of Education includes an interview with me on why teachers owe their students concrete lessons in climate action. Here’s a video intro to the chapter. If you are interested in climate education for kids, read the whole journal.
Thank you to Karen Acton for conducting and writing up the interview.
Because of the convention of using round numbers, predictions about the climate crisis often talk about what will happen by 2100. I have never met a politician who expects to be alive, much less in power, in 2100. 2100 is many election cycles away, much too far away to matter to them. By Dianne Saxe
Who does 2100 matter to?
I have three small grandchildren and my youngest is expecting again. Her baby will be 29 when 2050 arrives, preparing to set up, provide for and protect a family of his own. That will be harder for him than it was for me. Unless we change course, his world will be hotter, weirder, less beautiful, less stable and less safe than it was when I was 29. And on New Year’s Day, 2100, he will only be 79, younger than my mother is now.