A Case for Cosmopolitanism in Climate Change Education

• In Event: The Diverse Pedagogies of Climate Change

Abstract

This paper explores the philosophical perspective of cosmopolitanism, making a case, based on empirical data, that it could be an important lens for teaching about climate change. I explore how cosmopolitan ethics apply to climate change education, suggest some specific expressions of cosmopolitan thinking to aim for in climate change education, and show examples of these in youth learners who participated in a global-education-focused climate change trip. Specific characteristics of cosmopolitan ideals for which I provide evidence from youth narratives include cosmopolitan thinking, responsibility for one’s own individual actions because of a feeling of obligation to global welfare, “thick” bonds to others (Dobson, 2006) affected by climate change, and “vanguard action” (Dower, 2011) to mitigate climate change.

Author

• Sarah Riggs Stapleton, Michigan State University