Focusing on emotions in climate education: A felt sense of the climate

Abstract

Using a course on climate change at the University of Iceland as a case study, this chapter illustrates the benefits of employing the methodologies of embodied critical thinking (ECT) in environmental education and of making the emotional and felt dimension an active focus in the educational process. Drawing on cognitive researchers like Eugene Gendlin and Antonio Damasio, the chapter emphasises the integral role of emotions in rationality and reflects on student responses, showcasing shifts from anxiety to hope and from despair to proactive engagement. Finally, it discusses the dilemma of the climate educator who must navigate emotionally challenging topics without amplifying existing negative attitudes or promoting false optimism. An answer might be found in Spinoza's concept of "joy" and Gendlin's sense of "felt shift" both of which relate to the process of rearticulating a problem in a way that, despite not solving the problem, gives you some clarity about what to do about it. The focus is on nurturing personal growth and awareness, driving a redefined understanding of climate change as a personal, interconnected issue. This elucidates the transformative potential of integrating personal experiences into climate education, empowering students to navigate complex global challenges.