Podcast: Oromocto High School Roundtable #15

https://feeds.buzzsprout.com/2023135.rss

Sylvia, Logan, Michaela, and Emma share concerns on Climate Crises

This podcast was one of several that included a number of students conversing on a few climate questions. Such an arrangement facilitates clear replies from the students as well as good interaction between the students. These four Environmental Science students volunteered to take part in a recorded conversation about our current situation. Podcast #15 happened in December 2023. 

The students, mostly in Grade 12, were unanimous in their opinion about educating everyone, especially younger students to the threats to our climate and how to make a difference. There seemed to be agreement that their fellow-students were somewhat aware of the climate issues but they were unaware about how students can make a difference.  

Education is seen by the students to be very important when approaching climate issues. Educating the general public is seen to be also important. The students were reluctant to blame earlier generations who maybe didn’t realize how dangerous climate change is and how it is directly driven by Green-House Gases (GHGs). Education, public discussions, and dialog are all seen to be vital, but who will do this? 

One of the important weaknesses of today’s climate education is the importance most students place on recycling and littering. Certainly both actions are important to the health of the local environment but are meaningless to GHG emissions and therefore meaningless to Climate Crises. Littering does not contribute to climate change in any way. Recycling of plastics etc. will not eliminate GHGs, if anything recycling adds to GHGs because processing of mixed plastic formulas requires extra energy than simply forming new material of a consistent formula. Littering and recycling are the simplistic, pro-manufacturing, pro-big-energy practice using politically-correct terminologies that denigrate discussion of Climate Change. This needs to be attacked by way of sound science given to teachers and then to students. Recycling has a place but it’s being used simply as a smoke-screen for wholesale fossil fuel burning. 

Another common thought among youth is that adults take their responsibilities too seriously. All adults need to take the time to appreciate nature and the out-of-doors. How do we approach this? Maybe conversations between youth and their parents about GHG-avoidance and the appreciation of nature and its vulnerable beauty? Easier said than done of course. Transportation is a huge generator of GHGs worldwide but is minimized by students. Partly this is caused by ignorance of global statistics but also partly due to the widespread need among students for transportation to school and to sports activities. This attitude might be mitigated by way of exploring how a large school such as OHS could expand its bus program. Again, a Climate Change Club might be the vehicle for research. 

Students know that they have valuable opinions that need to be heard. How to do this? Public dialog must be a part of public education. How can our youth play a part? Social media might be appropriate but few have seen examples of climate change topics and none have initiated any of their own posts on social media. Kids have little knowledge of who are the responsible people with power in their school or city. Students are eager to be heard by adults by way of emails to political officials. This might be best done by a Climate Club or an Enviro Science class exercise. 

All four students enjoyed the roundtable especially to find out that others of their peers have the same feelings and concerns. They recognized the effectiveness of their group.  

There are clearly action items for all of the players here:

1. Schools and the NB Education and Early Childhood Development must expand their coverage of environmental issues and specifically Climate Science. This applies to Primary and Secondary Grades. The Province must also suggest ways for faculty to become more familiar with Climate Science. This is a newly important subject that is often not covered in Undergraduate Universities, leaving new teachers lacking in the basics of Meteorology, Hydrology, Statistics, Geography, etc 
2. Educators need to stress the difference between recycling and fighting Climate Change. Indeed teachers must strive to make every subject a Climate Subject. 
3. Parents owe it to their children to stay current with what is being taught in schools. This is especially true for subjects so novel, fast moving, and vitally important as Climate Science.
4. Schools need to advise students how they can communicate with school administration and with community leaders. This would most effectively be done by way of class assignments.
5. Schools also need to nurture Climate Clubs in each school. These would serve as vehicle for communicating students’ concerns and facilitating student action on climate issues within the community. 

Your comments are most welcome.

Bruce Langhus, PhD

newclimateguides.org