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Teaching Millennials to Engage THE Environment instead of THEIR Environment: A Pedagogical Analysis
Unformatted Document Text:  and acknowledging the ideological complexity of the democratic resolution of conflicts driven by competing cultural values and definitions. Having students consider news media stories about such issues and blog about them encourages the development of media literacy though active engagement. Such basic exercises, repeated often, allow students the opportunity to witness the concept of presenting multiple voices on a given issue, a key tool for navigating competing interests surrounding a complex topic like covering the environment. An example of an effective visual tool can be adapted from Stewart Brand’s The Clock of the Long Now. Brand provides approachable epistemological frames for deconstructing understandings of time and a culture’s sense of “now.” In particular, Brand’s breakout of the cultural order of a civilization’s sense of time and progress (see Figure 1) has proven very effective in getting students to consider how different parts of society interact (and provides understandings late in the course for distinguishing between climate scientists, meteorologists, government sources, advocates, journalists, and other cultural voices involved in the environmental debate). 11

Authors: Stevens, Rick. and Crow, Deserai.
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and acknowledging the ideological complexity of the democratic resolution of conflicts 
driven by competing cultural values and definitions. Having students consider news 
media stories about such issues and blog about them encourages the development of 
media literacy though active engagement. Such basic exercises, repeated often, allow 
students the opportunity to witness the concept of presenting multiple voices on a given 
issue, a key tool for navigating competing interests surrounding a complex topic like 
covering the environment.
An example of an effective visual tool can be adapted from Stewart Brand’s The 
Clock of the Long Now. Brand provides approachable epistemological frames for 
deconstructing understandings of time and a culture’s sense of “now.” In particular, 
Brand’s breakout of the cultural order of a civilization’s sense of time and progress (see 
Figure 1) has proven very effective in getting students to consider how different parts of 
society interact (and provides understandings late in the course for distinguishing 
between climate scientists, meteorologists, government sources, advocates, journalists, 
and other cultural voices involved in the environmental debate).
11


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