The Teach-in on Global Warming Solutions and Vygotsky – Fostering Ecological Action and Environmental Citizenship

The Teach-in on Global Warming Solutions is part of a larger socio-environmental movement concerned with combating climate change. Highlighting the history and elements of the teach-in as a model of learning, the article examines the teach-in movement, using a local event at the University of Calgary as an illustration. Conceptual resources from Vygotsky–the Zone of Proximal Development, and learning as social/relational transaction–are used to illuminate specific aspects of the teach-in. The article concludes by discussing the challenges and opportunities facing the global warming movement regarding public education.


About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Climate change, Public education, Vygotsky and tagged , . Bookmark the permalink.

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