Climate as a topic of discussion
Climate change was a recurring theme in Erwin’s lessons, both because of the curriculum and because of the students themselves. One example that stayed with him was a female student who went to a climate protest at Jaarbeursplein. “She was genuinely worried about the climate, so I decided to discuss it in class. There was no major division, but I did notice differences in levels of concern. Some students said things like: ‘Sir, why are we doing all this? We won’t even be here in 100 years.’ I found those fatalistic remarks quite shocking.”
From climate concerns to hope: the power of positive stories
To counteract the pessimism, Erwin decided to incorporate a more positive perspective into his lessons. Through his work as an independent sustainability adviser, which he combined with teaching, he encountered many inspiring initiatives that he shared in class. “I came across many initiatives and innovations related to sustainability: electric aircraft, sustainable agriculture and ships with metal sails to save fuel. My message was simple: you can be gloomy, but it doesn’t help. There are people and companies working extremely hard on solutions. I wanted to show that to them.”
More structure needed in climate education
“There was simply no policy on climate education,” Erwin observes. “Every teacher just did whatever they wanted. Some colleagues mainly showed news about disasters, such as the floods in Limburg. I would ask: ‘Why do we only confront students with negative images? Can’t we also discuss what can be done about it?’ That lack of direction did not feel right to me. It would be wonderful if a more structured approach were developed, giving teachers the tools to address global issues in a hopeful and inspiring way.”
The need for inspiring climate lessons
Erwin believes that more thought should be given at the national level to how positivity can be added to climate education. “I used to really enjoy geography, but nowadays you mainly talk about problems.” Erwin once again emphasizes how important it is to also offer students hopeful stories. “Children already receive a lot of negative news at home. As a teacher, you can show them that there are also people who are genuinely trying to make a difference.”
“Let’s also talk in class about the people and companies committed to finding solutions,” he continues. “For example, invite entrepreneurs who work sustainably, or visit a farmer together who applies environmentally friendly techniques. Although disasters such as wildfires and floods are inevitable, we can also show students that people all over the world are working hard to turn the tide. As far as I’m concerned, the teaching materials could be much more positive: alongside the problems, show which inspiring initiatives and innovations exist. That way, you give students not only a more realistic picture, but also hope and inspiration to make a contribution themselves.”
The interview is part of the publication Growing up and parenting in times of climate change.