ABSTRACT
This chapter begins with an account of the author's early failures teaching climate change in her general physics classes. Her turn toward the climate problem as teacher is then described, including the influence of a trip to the North Slope of Alaska. The following section lays out the barriers to meaningful climate education, citing scholarly work as well as the author's experience. Based on the key teachings of the climate problem, the author then lays out four dimensions of an effective pedagogy of climate change: the scientific-technological, the transdisciplinary, the epistemological, and the psychosocial action dimensions, with justice concerns as central.
