Global Climate Change and Aesthetics

Brady, Emily

doi:10.3197/096327121x16141642287683

Cited by 13 publications

(5 citation statements)

References 45 publications

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“…(Auer, 2019, p. 7) Environmental aesthetics, as outlined by Auer (2019), is concerned with engaging with these issues; the ways in which we (humans) care about the natural environment in all its forms, which includes both cognitive and noncognitive (i.e., emotional) processes of initiation and response. Such caring is necessarily grounded in how we value this environment, with ongoing debate as to whether such aesthetics is necessarily linked to our moral concerns (i.e., how we conduct ourselves) (Brady, 2022). It is important to note here that there is a prominent thread running through the environmental aesthetics literature (referred to as the moderate autonomist perspective) which argues that such aesthetics need not entail issues of morality, something with which we strongly disagree as we will explore later.…”

Section: Esthetics Of Climate Change (Education)mentioning

confidence: 99%

“…Such is the inequity of human-induced climate change that those most likely to need to change their daily routines are those who have least contributed to the current climate crisis and who have the least power to change their current circumstances. However, the momentum of these climate change forces is so strong that no one is immune; all will have to adapt their daily practices in some way (Brady, 2022). It is not just that we will have potentially fewer positive aesthetic experiences of the biotic and abiotic environment, but all of our aesthetic experiences will take on a different form, as not only will routines "need to adjust, but more radically, people may need to prepare for a perpetual state of complex problem-solving" (Auer, 2019, p. 7).…”

Section: Esthetics Of Climate Change (Education)mentioning

confidence: 99%

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Science education in the Anthropocene: the aesthetics of climate change education in an epoch of uncertainty

Ferguson,

White

2023

Front. Educ.

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We have a responsibility as science educators to work with young people to enact education that enables collective rebalancing of relationships between humans and more-than-humans that are disturbed by human-induced climate change. However, to date, climate change education has not been prioritized in school science at a policy, curricula, classroom and community level, due to an aesthetic which does not sufficiently value climate science or recognize the social impacts of science as part of the discipline. We argue in this conceptual research paper from a pragmatist perspective that an aesthetic shift is required to include science as part of climate change education as a transdisciplinary endeavor that focuses on addressing socio-ecological challenges through student agency and community action. We explore the synergy between science education aesthetics and climate change aesthetics as we advocate for a transformative aesthetics of climate change education. We do so through a process of reflection on and conceptualization of our stories of climate change education in Australia. We propose that such an aesthetic (how we ought to value) should not be considered in isolation but rather that it forms the basis for the ethics (how we ought to conduct ourselves) and logic (how we ought to think) of young people being with us in a community of inquiry in the Anthropocene. We argue that we (teachers and students) ought to conduct ourselves in loving ways toward human and more-than-human kin that necessitates that we think as a community of inquiry to address the challenges of the Anthropocene. In doing so we suggest that we can realize a radical pragmatist meliorism for climate change education that is underpinned by the three normative sciences, the most foundational of which is aesthetics.

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Section: Esthetics Of Climate Change (Education)mentioning

confidence: 99%

Section: Esthetics Of Climate Change (Education)mentioning

confidence: 99%

Science education in the Anthropocene: the aesthetics of climate change education in an epoch of uncertainty

Ferguson,

White

2023

Front. Educ.

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“…3 I refer with the sensory approach to dealing with the socio-ecological-technological changes through constructively acknowledging aesthetic inclinations. Environmental aesthetics advocates argue for recognising aesthetic appreciation in shifting human action towards environmentally sustainable practice (e.g., Berleant 2014;Saito 2017;Mikkonen 2022;Brady 2022), thus developing the discussion in environmental pragmatism further (e.g., Light & Katz (eds) 1996). In practices of production and consumption in fields such as landscape architecture, aesthetic experiences also clearly matter in terms of developing sustainable practices (Meyer 2008).…”

Section: Introductionmentioning

confidence: 99%

On Experiencing Sustainability

Korpelainen

2023

ejpap

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This essay aims at clarifying our understanding of human participation in sustainability transitions from the pragmatist aesthetics perspective. By sustainability transitions, I refer to processual changes that move towards enhanced environmental and/or social sustainability. At the risk of inappropriateness, I argue that the cultivation of aesthetic sensibility manifests in experiencing sustainability. To understand those ordinary experiences that convey vistas for sustainability transition management, I return to John Dewey’s Art as Experience (1934). I first show that Dewey’s conception of sensibility is two-sided, marking both adaptation and expression. Second, by building on the two sides of sensibility together with the contemporary pragmatist aesthetics discussion, I propose that aesthetic sensibility means a shared practice of attuning to transformation. My analysis suggests that acknowledging aesthetic sensibility in experiencing sustainability stands for a transition towards an enhanced conception of the human being as one whose ameliorative practices evolve in collaboration with other beings, living and non-living. For the fruition of sustainability transitions and subsequent expected transformations, aesthetic sensibility should then be acknowledged as a significant dimension of the sensory approach.

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“…22 See, e.g.,Mikkonen 2022;Brady 2021; Haapala et al 2024;Di Carlo 2014;Lehtinen 2021;Saito 2017; Haapala 2020. …”

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Three Conceptual Approaches to Sustainability from Aesthetics’ Perspective

Korpelainen

2024

Art+Media

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This contribution considers ways to discuss sustainability in relation to aesthetic value. Three possible conceptual approaches are briefly presented – aesthetic sustainability, the aesthetics of sustainability, and sustainable aesthetics. I propose that the comparative discussion about the approaches could support dealing with aesthetic values in sustainability deliberation through developing aesthetic competence. Such practice could, in turn, support evaluative, descriptive, and speculative engagement with diverse sustainability agendas. Yet, the fruitfulness of the proposed conceptual approaches remains arguable in terms of sustainability transitions.

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Global Climate Change and Aesthetics

Cited by 13 publications

References 45 publications

Science education in the Anthropocene: the aesthetics of climate change education in an epoch of uncertainty

Science education in the Anthropocene: the aesthetics of climate change education in an epoch of uncertainty

On Experiencing Sustainability

Three Conceptual Approaches to Sustainability from Aesthetics’ Perspective

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