It wasn’t until 2002, when the Larsen B ice shelf disintegrated from western Antarctica — an ice shelf formed more than 12,000 years ago that my expedition team took a full month to ski across — that the facts of global warming prompted me to take action. In 2006, I decided to establish the Will Steger Foundation, where we support educators, students and the general public with science-based interdisciplinary resources on climate change, its implications and its solutions. Our goal is for educators and students to achieve climate literacy.
If the nation is to address climate change, it must begin with a public that is climate-literate. Starting with our educational system is critical. Teaching and understanding climate change is a process involving scientific inquiry and educational pedagogy; it is not about politics or partisanship. There is virtually unanimous scientific agreement about climate change. Yet due to both the inherent complexity of the topic and the social controversies surrounding it, confusion and doubt often persist. Climate change is now ultrapoliticized in the United States.
I’m curious to know what Northfield’s schools (district, charter, parochial) are doing in the classrooms on this ‘ultrapoliticized’ issue of climate change. Are our educators using materials like those available on the Steger Foundation’s education page, are they ducking the issue, or doing something in between?
Some personal background: