Learning about Global Issues: Why most educators only make things worse

By David Hicks, Andy Bord. 2001

86 citations recorded by the source corpus.

Subfields: Education, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/35e02f5c4122001c23ef6203de00847873897a1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Ojala
2. P. Pihkala

In Management, Monitoring, Policy and Law

1. P. Pihkala
2. M. Ojala
3. K. Stevenson
4. Nils Peterson
5. S. Clayton

Citations in the corpus

• How do children cope with global climate change? Coping strategies, engagement, and well-being (2012, unknown): “Unfortunately, studies indicate that learning about global problems can trigger profound feelings of anxiety, helplessness, and hopelessness (Eckersley, 1999; Hicks & Bord, 2001; Holden, 2007; Searle & Gow, 2010; Taber & Taylor, 2009; Tucci, Mitchell, sity, 750 02Uppsala, Sweden.”
• Hope and climate change: the importance of hope for environmental engagement among young people (2012, background): “Pessimism seems to be particularly strong when it comes to environmental problems (Hicks and Holden 2007 ) and research has shown that education about global issues sometimes increases these negative feelings (Hicks and Bord 2001 ).”
• Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? (2012, background): “…also start showing an interest in the wider society and global issues (Holden, 2007) Regrettably, there is research indicating that learning about global problems can trigger feel- ings of worry, helplessness and hopelessness (Hicks & Bord, 2001; Rogers & Tough, 1996; Taber & Taylor, 2009).”
• Factors Influencing Young People's Conceptions of Environment (2003, unknown): “This finding is not new (Gonzalez-Gaudiano, 2001; Hicks & Bord, 2001) and further supports the need for an integrated approach to environmental education.”
• Eco-Anxiety and Environmental Education (2020, background): “Kelsey, like Hicks before her [182–184], emphasizes both the importance of an open treatment of despair and of advocating for constructive hope [24,185].”