ABSTRACT
The concluding chapter argues that the key concepts analysed in the preceding chapters constitute a philosophical framework for a teacher education capable of addressing climate change in a systemic way. The integration of Russell’s growing principle of life, McMurtry’s concept of life-value, and philosophy for children’s community of inquiry and storytelling has the capacity to promote climate change education for future teachers. I begin by looking at the weaknesses of current climate change education and go on to analyse various pedagogical strategies, including those from Indigenous educators, consistent with the framework even though they do not refer to it explicitly. Having considered approaches used in a course on place-based education, the author explains the importance of hope, and examines the material and spiritual aspects in the process of learning, concluding with a summary of the chapter and some inspiring words for future teachers from Russell’s “Reflections on My Eightieth Birthday.”
