Module 1: Why Teach About Controversial Environmental Issues and Topics?

Getting Started: Self-Reflection

TASK 1: Access the Course Journal. You will need to either Make a Copy of this file and edit it as your own Google Doc or download it as a Microsoft Word document. Click File, Make a Copy or Download. You will record responses to prompts and complete tasks in your own version of the Course Journal throughout this course. At the end of each module, you will submit your Course Journal with the relevant sections completed. 

TASK 2: Use your course journal to record answers to the following questions. 

• Identify at least 3 environmental issues and/or topics that you have or would like to teach about.  What makes these issues challenging to teach in your setting? 
• What questions do you have about facilitating exploration of controversial issues with learners? 
• What challenges do you face in your school and/or organization in facilitating learning about controversial issues? 
• What do you hope to learn as a result of participating in this eeCourse?

What makes an environmental issue controversial?

Let's begin by exploring some different definitions by reading the quotes below:

• An environmental problem involves humans, the environment and interactions between the two. The problem occurs when an environmental event threatens human well-being or the quality of the environment. In most cases, environmental problems can be measured. Water pollution is an example of an environmental problem. 
•  An environmental problem becomes an environmental issue when two or more people, or groups of people, disagree about how to solve the problem. For example, deciding how to address the pollution problem for a particular river becomes an environmental issue. (Taken from Hungerford, Literland, Peyton, Ramsey and Volk, 1996. Investigating and evaluating environmental issues and actions: Skill development program. Champaign, IL: Stipes Publishing)
• An environmental issue can further become a controversial topic when it may be objectionable by a group of stakeholders because it confronts their personal values and lifestyle, political leanings and/or economic situation. (https://serc.carleton.edu/NAGTWorkshops/affective/environment.html)

"[Judy] Pace [University of San Francisco professor and Author of Hard Questions: Learning to Teach Controversial Issues], notes that controversial issues are not the same as controversial topics, which are polarizing subjects that some stakeholders argue should not be taught. Instead, controversial issues “have to do with open questions that are significant in terms of society or the past on which it is important to explore different perspectives that have legitimate sources of information,” says Pace. ‘We’re not talking about something like, ‘Do humans contribute to climate change?’ because that’s a settled question.” For example, open questions that introduce controversial issues and promote critical thinking could range from, “Should we lower the voting age?” to “What kinds of reparations should be paid to the descendants of enslaved people?”” (You want to teach what? Harvard Graduate School of Education) 

Note: An environmental problem can have multiple types of controversy. For example, climate change is both a controversial topic, in that some people may not want you to discuss it in schools or programs, AND it is a controversial issue in that people disagree on how to solve it. You will need to decide which elements of controversy to address with learners and/or stakeholders. 

TASK 3: Read the article, “Professional Judgment and Deciding what to teach as controversial”. Using the three issues you identified in your self-reflection, identify the environmental problem, the environmental issue, and controversial topics, if applicable. Describe why it might be helpful to distinguish the difference. How might these subtle differences change how you frame an issue with learners? 

TASK 4: Some environmental issues, like climate change, have also become controversial topics and there is resistance to learning about the issues. In making decisions about what to teach, it can be helpful to look at public opinion data to understand where the controversy is. 

Explore: https://climatecommunication.yale.edu/visualizations-data/ycom-us/. Look at the data for the state and/or region where you teach. Explore the different questions, but be sure to find the results for the statement, “Schools should teach about global warming.” In your course journal, reflect on the following from the climate information you just explored: 

• What surprised you? 
• What wasn’t surprising? 
• How does your state/region compare to the rest of the nation on these questions? 
• How might this data impact your teaching about climate change and/or other environmental issues?

How Teaching about Controversial Environmental Issues and Topics is a Component of High Quality EE

"By teaching about controversial issues, students learn about topics relevant to their lives, deepen their understanding of complex issues, and explore diverse perspectives. Students also gain opportunities to share ideas, listen carefully to their peers, and practice being open to and respectful of others’ viewpoints. Building knowledge and civil discourse skills are essential for effective participation in our democracy.” (Choices Program, Brown University) 

TASK 5: While teaching controversial issues and topics can be challenging, there can be many benefits to your students. Read this article on The importance of discussing controversial topics. What benefits do you anticipate in engaging your learners in exploring controversial environmental issues and topics?