Climate Change

Environmental Education is regarded as the embodiment of a philosophy which should be pervasive, rather than a subject to be taught and learnt.

The second one, with sustainability practitioner P. S. Narayan, deals with larger questions about what it means to fail and succeed in the social sector. Both, independently, and when read together, may deepen our understanding of education and social action by showing us what is involved in intervening in a reflexive manner, and what it means to succeed and fail. Hope you find this issue of the journal of use, in thinking about this important aspect which we all must deal with.

In her context setting article titled ‘Nature Learning for All: An Ode,’ Vena Kapoor argues for making nature education central to learning/living processes, even in settings – like our heavily concretized cities – where we think there is very little of ‘nature’ to be found; she makes a case for engaging with all the living beings around us, ranging from the tiny but ubiquitous ants and spiders in our homes to the majestic trees in the neighborhood to know, to learn and to feel deeply for nature.

In ‘Climate Change in the Classroom: A Case for Utilizing Citizen Science in School Education,’ Geetha Ramaswami discusses a citizenship science project that studies seasonal, cyclical changes in trees across India and makes teachers and students an integral part of this process of research and knowledge creation.

To get insights into how the new generation of nature educators thinks and works, we talk to Abhisheka Krishnagopal, Yuvan Aves, Poornima Arun and Surendhar Boobalan; their experiences, insights and passion will surely help us all in our nature education journeys.

Roshni Ravi curated a set of textual resources on nature education for this issue of Samuhik Pahal, offering valuable insights and knowledge to the readers.