In a recent Washington Post piece, Diana Liverman, a professor at the University of Arizona, explains how she used to teach her undergraduates about climate change — and why she stopped.
“A few years ago, I discovered my undergraduates had informally renamed my Intro to Environmental Studies class. They called it ‘Environmental Depression,’ ” she writes. She continues later:
“Many students left my class feeling despondent and powerless. As one wrote to me, ‘what you have taught me makes me desperately sad, clinging to the last memories we will have of the planet as the world chooses material comfort over breathing fresh air.’ “
According to a new paper on the social psychology of climate change, just published in a special issue of the European Journal of Social Psychology, emphasizing scientific progress won’t promote environmental action. In fact, it may do the reverse.
Read the whole story: NPR