1.1.2 Self-concept and self-awareness (part of a community)

In this section, we explore various ways to teach learners about self-concept and self-awareness in a changing system situated in matters of concern relating to climate change. The activity below is an example of utilising the solution-focused teaching approach whilst developing teaching and learning practices embedded in an ESD Framework aligned with Sustainable Development. Life Orientation lesson plans to engage with climate change must help you and our learners explore the question of learning in response to the social-ecological and politico-economic attributes of a world transitioning to a new socio-economic and political order in response to the climate challenge. Your teaching and assessment practices should enable you as a Life Orientation teacher, teacher educators, and learners to learn to clarify and respond to climate change together.

The Fundisa for Change programme is a multi-stakeholder collaborative national professional learning community established as a South African community of practice response towards enhancing and supporting transformative environmental and sustainability learning through teacher education in the country:

  • What subject knowledge is required to discuss self-concepts and self-awareness by engaging with climate change and it’s affect?

  • What skills and values are needed for learners to develop self-awareness within their communities whilst building climate resilience and adaptation?

  • What activity will support the uptake of climate change as an abstract concept to a real-life matter of concern in the learners’ context using the solution-orientated process of the learning-led change approach?

  • What learning and teaching processes can you utilise to link your learners’ sense of self to the awareness and responsibility to their communities and the natural world living with climate change?

Answer these questions below:

 

Self-concept and self-awareness

Here are some questions to ask your students or learners:

  • How self-aware do you think you are?
  • How do you think you become more self-aware of climate change and your socio-environmental environment?
  • Determine where you could improve, such as eating a fresher, locally sourced diet or reducing the amount of waste you produce.
  • How do you think you can increase your students or learners’ self-awareness and awareness of the world they live in situated in climate change?