biophysical discourses. is premised on the assumption that greater scientific knowledge will reduce the uncertainty about the consequences of increased greenhouse gas emissions. - uses techno-managerial approach. critical discourses.
The biophysical discourse is based on the belief that if scientific knowledge can be developed enough to reduce uncertainty, then a basic social consensus on actions and responses will follow.
The biophysical discourse is based on the belief that if scientific knowledge can be developed enough to reduce uncertainty, then a basic social consensus on actions and responses will follow.
The biophysical discourse is based on the belief that if scientific knowledge can be developed enough to reduce uncertainty, then a basic social consensus on Discourses on Global The Biophysical DiscourseThe Critical Discourse
The biophysical discourse is based on the belief that if scientific knowledge can be developed enough to reduce uncertainty, then a basic social consensus on The Biophysical DiscourseThe Human-Environment The Critical Discourse
The biophysical discourse on global environmental change is also prominent in the realm of international environmental politics, in which international Discourses on Global The Biophysical DiscourseThe Critical Discourse
The first and most prevalent discourse on global environmental change is the “biophysical discourse,” which frames environmental problems as biophysically-based Discourses on Global The Biophysical DiscourseThe Critical Discourse
Learning About Climate Change in Arts and Humanities Classes
More and more arts and humanities educators explore climate change as a topic within their classes (Monroe et al. 2017; A.
B.
Siegner 2018; A.
Siegner and Stapert 2019).
Usually, they rely on teachings from the natural science disciplines and the biophysical discourse, for example, by reading informative texts about climate change, watching documen.
Learning About Climate Change with Art
There is a growing recognition that the current dominant model of transmissive education is insufficient to meet today’s challenges (Blake et al. 2013; O’Brien et al. 2013; Sterling and Orr 2001).
Many advocate for a shift from the transmissive, instructive notion of education which relies on the transfer of information to a more creative and engag.