Learning to Live with Emotions for Transition.
(2024) Pedagogy of the Anthropocene Epoch for a Great Transition. A Novel Approach of Higher Education — ISBN: [978-3-031-39368-6], p. 63-73, published
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- Abstract
- Eco-anxiety affects 75% of young people. What can be done in the classroom to overcome denial and prepare for constructive action? Building on the analysis of the causes and consequences of eco-anxiety (Heeren A et al. On climate anxiety and the threat it may pose to daily life functioning and adaptation: a study among European and African French-speaking participants. (2021)), the chapter explores educational means based on emotional skills (Mikolajczak M et al. Les compétences émotionnelles. Psycho Sup. Dunod, Paris, (2014)). Four successive strategies are made explicit: (1) learning to recognize and express one’s emotions via reflective exercises based on real-life situations, (2) arousing and then maintaining the desire to act by enabling exciting encounters and projects that make it possible to believe that change is possible, (3) learning to tame the negative emotions aroused by the prospect of collapse through safe spaces for talking, (4) initiating the inner transformation towards sobriety drawing inspiration from spiritual wisdoms advocating love and joy and reconnecting each person to themselves, to others and to non-human earthlings.
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Verzat, C., & Lecoq, J. (2024). Learning to Live with Emotions for Transition. In Cécile Renouard , Frédérique Brossard Børhaug , Ronan Le Cornec , Jonathan Dawson , Alexander Federau , David Ries , Perrine Van (ed.), Pedagogy of the Anthropocene Epoch for a Great Transition. A Novel Approach of Higher Education (Springer, Cham, p. p. 63-73). Springer. https://doi.org/10.1007/978-3-031-39366-2_6