This article presents a new theoretical model for teaching about climate change called the "Hope Wheel." The authors developed this model in response to growing concerns about climate anxiety among students and the need for more effective climate change education. The Hope Wheel aims to help teachers balance honest information about climate challenges with fostering hope and empowering students to take action.
Key components of the Hope Wheel model include:
- Handrails: These are essential elements teachers should include in their lessons:
- Honesty about both the situation and solutions
- Awareness of self and the world
- Creating spaces that are both safe and brave for discussion
- Encouraging both individual and collective action
- Guardrails: These are elements teachers should be cautious about or avoid:
- Climate anxiety (being sensitive to student wellbeing)
- False hope (avoiding oversimplification or unrealistic optimism)
- Mis-/disinformation (addressing misconceptions and developing critical thinking)
- Lenses: These are important perspectives to consider when teaching about climate change:
- Complexity (acknowledging that there are no simple solutions)
- Justice (considering historical and social inequalities)
- Perspectives (including diverse viewpoints and disciplines)
- Creativity (encouraging imaginative problem-solving)
- Empathy (fostering care for others and the environment)
In each of the "handrails" – or spokes of the Hope Wheel – constructive engagement with climate change is based on balancing two concepts that are sometimes in tension. For example, the honesty handrail relates to both honesty about the problem of climate change and honesty about the solutions to the climate crisis. Too much focus on the problem can result in anxiety or "doomism", while too much focus on the solutions could lead to "techno-optimism" or false hope.
The authors provide examples of how these concepts have been applied in educational settings, such as digital storytelling projects and museum-based learning experiences. They argue that this approach can help transform negative emotions into more positive, action-oriented ones. The article acknowledges some critiques of climate hope, particularly the risk of imposing hope on others without taking action. The authors emphasize that their model aims for a constructive, active form of hope that leads to engagement and action.
While this model is based on a synthesis of existing research and the authors' experiences, they note that further research is needed to test and validate its effectiveness. They invite other researchers and educators to apply, adapt, and critique the Hope Wheel model.
In conclusion, the Hope Wheel offers a framework for educators to engage with climate change in a way that is honest about challenges while also fostering hope and empowering students to take action. The authors argue that this approach can help prepare students to navigate the complexities of climate change and contribute to solutions.
The Bottom Line
This article introduces a new teaching model called the "Hope Wheel" to help educators incorporate hope when teaching about climate change. The researchers developed this model to address growing concerns about climate anxiety among students. They argue that while it's important to be honest about the challenges of climate change, education should also foster hope and empower students to take action. The Hope Wheel model provides guidance for teachers on what to include, what to avoid, and important considerations when designing climate change lessons.