Bringing the Biosphere Home

Thomashow, Mitchell

doi:10.7551/mitpress/1673.001.0001

Cited by 67 publications

(6 citation statements)

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“…Such perceived climate change influences and consequences are by definition anthropogenic or human‐forced, underscoring both human agency and impacts and accompanying associations, including the stigma and consequences of a societal or science/technology‐based ‘tampering with nature’ (e.g., Hansen, 2006; McDaniels et al, 1995). Others have written about such experiences as a ‘bringing of climate change home’ (e.g., Devine‐Wright, 2013; Thomashow, 2002), whether by chance encounter, or in the context of genuinely appreciating, and realizing, what global climate change means and portends in one’s known home environment. This itself can be a powerful and personal ‘witnessing’ of this altering ‘state of the planetary environment.’ It is also likely that such personal encounters make one’s virtual exposure to and experience of global climate change more real, immediate, and disturbing.…”

Section: Discussionmentioning

confidence: 99%

“…A further recurring issue is whether reported personal experiences of perceived climate change manifestations might be alternatively understood and conceptualized as instances of motivated reasoning/confirmation bias and/or prone to other 'subjective' limitations and heuristic biases (e.g., Demski et al, 2017;Druckman & McGrath, 2019;Kunda, 1990;Lujala & Lein, 2020;Myers et al, 2013;Reser et al, 2014;van der Linden, 2014). These discussions concerning the nature and importance of PPEOCC also reflect but largely ignore an extensive backdrop of natural history writings, environmental education research, environmental psychology perspectives, natural resource, and human ecology restoration and management science, environmental risk perception research, place attachment and meaning research and writing, and philosophical and psychological studies of the nature of perception and experience (e.g., Altman & Christensen, 1990;Altman & Wohlwill, 1983;Berleant, 1997;Gobster & Hull, 2000;Groat, 1995;Manzo & Devine-Wright, 2014;O'Riordan, 1995;Pidgeon, Kasperson, & Slovic, 2003;Slovic, 2000Slovic, , 2010Smith, 2015;Thomashow, 2002).…”

Section: Perceptions and 'Reality'mentioning

confidence: 99%

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The nature, significance, and influence of perceived personal experience of climate change

Reser

Bradley

2020

WIREs Climate Change

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Following a previous 2014 review of perceived personal experience of climate change, the authors review relevant research published or reported between January 2014 and mid‐year 2019. The review findings suggest that the nature, significance, and influence of perceived personal experience of natural environment changes, conditions, and events deemed to be likely consequences of global climate change have been problematically conceptualized, researched, reported, and understood by many climate change scientists and by reporters of climate change science and their audiences. The nature, psychological significance, and psychological adaptation and issue engagement influence of personal experience of perceived environmental manifestations of climate change are arguably central considerations with respect to the human dimensions of climate change. These matters encompass public understanding of climate change science, both internal and external adaptation processes, and the psychological impacts of the ongoing stressor of climate change. They also affect issue engagement and behavioral change. It is increasingly necessary that existing issues with discipline‐based assumptive worlds, constructs and measures—and often unclear research and policy questions and objectives—be identified, clarified, and addressed. This particularly matters when researchers and policy makers are addressing public risk perceptions, understandings, and responses to global climate change, ideally to inform and enhance policies directed at climate change mitigation and adaptation, or, alternatively framed, directed towards public issue engagement and ‘psychologically significant’ as well as ‘environmentally significant’ behavioral change. This article is categorized under: Perceptions, Behavior, and Communication of Climate Change > Perceptions of Climate Change

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Section: Discussionmentioning

confidence: 99%

Section: Perceptions and 'Reality'mentioning

confidence: 99%

The nature, significance, and influence of perceived personal experience of climate change

Reser

Bradley

2020

WIREs Climate Change

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“…People can also be taught to see global environmental change on a more everyday level. In his book Bringing the Biosphere Home , Thomashow (2002) argues for the importance of learning how to observe and interpret the ecological patterns happening around us, and connecting these observations to the broader picture of the biosphere. Experiential evidence of climate change is available to people living everywhere, if they know how to look for it.…”

Section: Helping Behavior and The Environmentmentioning

confidence: 99%

The Emergency of Climate Change: Why Are We Failing to Take Action?

Frantz

Mayer

2009

Anal Soc Iss & Public Policy

134

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Latane and Darley developed a five-stage model to understand why people do and do not help other people in emergency situations. We extend their five-stage model to explore why people do and do not take action against climate change. We identify the factors that make climate change difficult to notice and ambiguous as an emergency; we explore barriers to taking responsibility for action; and we discuss the issues of efficacy and costs versus benefits that make action unlikely. The resulting analysis is useful on two levels. For educators and policy makers, the model suggests the most efficacious approaches to galvanizing action among U.S. citizens. For social scientists, the model provides a valuable framework for integrating research from diverse areas of psychology and suggests fruitful avenues for future empirical research.

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“…We argue that these ontologies (hierarchy of beings) originated from the localized Confucian tradition shape local students’ perceptions and worldviews that might differ from those of their Western peers. This addressed the problem of anthropocentrism by supporting Bateson’s (1979) argument about the perceptual domain of knowing, which has emerged in Western sustainability literature and brought about a new field and arena of “perceptual ecology” (Thomashow, 2002).…”

Section: Discussionmentioning

confidence: 79%

Global consciousness and pillars of sustainable development

Savelyeva

Douglas

2017

Int J of Sus in Higher Ed

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Design/methodology/approach -Within a mixed-method research design framework, the authors conducted 787 questionnaires and collected 989 reflective narratives of first-year students of a university in Hong Kong, who were enrolled in the General Education course.Findings -Attributed to students' immersion in compulsory sustainability education modules within liberal studies programs in secondary through higher education (HE), the quantitative results revealed an increase in the self-perceived knowledge and behavioral aspects of sustainability consciousness of Hong Kong students and their low engagement in sustainability-related civic, campus or action groups. However, qualitative results revealed three aspects of the students' sustainability consciousness: intentionality to make a difference; engagement with complex questions about identity, society and nature; and eschatological perspectives, which included imaginative, future-oriented and action-oriented approaches to critical reflection, supported by the rhetoric of hope, promises and commitment for better future.Originality/value -The study provides insights into the challenge of implementation of the United Nations-based sustainable development model in the Hong Kong educational system through the formal liberal studies curriculum. It advances the field by constructing a momentum for conceptual changes in sustainability education research toward design of the non-linear and culturally sensitive frameworks for sustainability implementation in HE. This allows to utilize universities' unique capacities for fostering students' sustainability consciousness in a continuous and systemic way.Keywords Asia-Pacific, Sustainability curriculum, Eschatological perspective, Global higher education, Sustainability consciousness, Sustainable development model IntroductionA concept of sustainable development (SD) and its three pillars -economic growth, social inclusion and environmental balance -have been serving as a guiding, grounding and unifying framework for the sustainability movement in higher education (HE) since the late 1980s. Proposed by the United Nations in 1987 (W...

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Bringing the Biosphere Home

Cited by 67 publications

References 0 publications

The nature, significance, and influence of perceived personal experience of climate change

The nature, significance, and influence of perceived personal experience of climate change

The Emergency of Climate Change: Why Are We Failing to Take Action?

Global consciousness and pillars of sustainable development

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