01481nam0 22003251i 450 UON0016903120231205103045.32788-555-2627-820030512d2001 |0itac50 baitaIT|||| |||||Incontri con SenecaAtti della giornata di studioTorino, 26 ootobre 1999a cura di Giovanna Garbarino e Italo LanaBologna : Patron2001140 p.24 cmIn testa al frontespizio: Comitato Nazionale per le celebrazioni del bimillenario della nascita di Lucio Anneo Seneca. Università degli Studi di Torino. Accademia delle Scienze di TorinoProf. MunziIT-UONSI T 2SEN.5002001UON000879152001 Pubblicazioni del Dipartimento di Filologia, Linguistica e Tradizione Classica "Augusto Rostagni" dell'Università di Torino15SENECAUONC028543FIITBolognaUONL000085188Stoicismo21GARBARINOGiovannaUONV098497LANAItaloUONV052880PàtronUONV265630650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00169031SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI T 2 SEN. 5002 SI MC 26677 5 Prof. MunziIncontri con Seneca305142UNIOR05658nam 22008295 450 991042773570332120251010075154.09783030579272303057927110.1007/978-3-030-57927-2(CKB)4100000011631415(DE-He213)978-3-030-57927-2(MiAaPQ)EBC6420694(Au-PeEL)EBL6420694(OCoLC)1231610552(oapen)https://directory.doabooks.org/handle/20.500.12854/38519(ODN)ODN0010068400(oapen)doab38519(EXLCZ)99410000001163141520201203d2021 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierEducation and Climate Change The Role of Universities /edited by Fernando M. Reimers1st ed. 2021.Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (XIII, 201 p. 10 illus.)International Explorations in Outdoor and Environmental Education,2214-42269783030579265 3030579263 Chapter 1. Climate Change Education and the role of Universities(Fernando M. Reimers) -- Chapter 2. Learn to Lead: Developing Curricula that Foster Climate Change Leadership (Margaret Wang and David Rhodes) -- Chapter 3. Creating a Culture of Shared Responsibility for Climate Action in Guatemala through Education (Lina Lopez Lalinde and Carrie Maierhofer) -- Chapter 4. Building Climate change resilience in Haiti through educational radio programming (Ashley Bazin and Christelle Saintis) -- Chapter 5. Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh (Natasha Japanwala) -- Chapter 6. How Can Schools of Education Prepare Their Students to Teach Climate Change? from the Implementation of a Climate Curriculum at the Harvard Graduate School of Education (Annie Nam and Sueyoon Lee).This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.International Explorations in Outdoor and Environmental Education,2214-4226Environmental educationEducationCurriculaEducation and stateScienceStudy and teachingInternational educationComparative educationEducation, HigherEnvironmental and Sustainability EducationCurriculum StudiesEducational Policy and PoliticsScience EducationInternational and Comparative EducationHigher EducationEnvironmental education.EducationCurricula.Education and state.ScienceStudy and teaching.International education.Comparative education.Education, Higher.Environmental and Sustainability Education.Curriculum Studies.Educational Policy and Politics.Science Education.International and Comparative Education.Higher Education.333.7071EDU000000EDU007000EDU015000EDU034000EDU043000SCI063000bisacshReimers Fernando Mauth960016Reimers Fernando Medthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910427735703321Education and Climate Change4174077UNINA