기후위기 시대의 융합교양교육 －기후과학, 지구시스템과학/환경과학, 기후사를 주축으로
Convergent Liberal Education in the Era of Climate Crisis : Using Climate Science, Earth System Science/Environmental Science, Climate History as Cornerstones
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초록
라투르의 표현대로 기후는 인간의 모든 존재 양식을 관통하는 공통의 위기이기에, 오늘날 기후위기시대가 필요로 하는 기후교양은 지식의 복수성에 기초한 융합교양으로 진행될 수밖에 없다. 기후를읽고 이해하는 것은 상당한 복잡계적 사고력을 요한다. 따라서 이를 위한 기초문해력이 필수적이라고판단하여 기후과학을 토대 지식으로 설정하였다. 아울러 기후위기를 인류세 위기의 전체적 맥락 속에서파악할 수 있도록 지구시스템과학과 환경과학적 지식을 더할 필요가 있다. 그러나 가장 중요한 지식은이러한 포괄적인 문해력을 바탕으로 적극적이고 야심찬 기후행동에 나서게 만들 실천적 지식이다. 이러한 최종적인 통섭적 판단에 의거한 실천 지식의 함양을 위해서는 인문사회적 성찰을 기후교양의최종 수렴항으로 삼는 것이 필수적이다. 따라서 본고는 기후교양의 양대 목표, 즉 기후문해력과 기후행동력 제고를 위한 도구적 지식으로서 기후과학, 지구시스템과학/환경과학, 인문사회학을 기후교양의 삼대축으로 삼되, 개별 교과목의 세부 목적과 타겟 학생층에 따라서 각 지식 축의 위치, 비중, 관계를 다양하게 설정할 것을 제안한다.
Abstract
As Latour explicitly expressed it, climate acts across all of our modes of existence from the political to the moral. For this reason, the climate liberal education in our era of climate crisis should be a convergent liberal education based upon a pluralism of knowledge. Considering this special request of climate liberal education, this paper proposed to design a transdisciplinary course using climate science, earth system science/environmental science, and climate history as core modules. Each module can have a different weight, location, and relation depending on the character and interests of the instructors and students. First of all, climate science is taken as a fundamental knowledge, because understanding climate requires both a deep level of holistic thinking and at least a basic level of climate literacy. Secondly, earth system science and environmental science as an extensive knowledge is required in order to understand the current climate crisis in the more comprehensive context of the Anthropocene. Lastly, climate history is chosen as consilience knowledge in order to integrate climate science and earth system science/environmental science, and to encourage more ambitious climate action.
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