
Course unit details:
Climate Change & Society
Unit code | HSTM33501 |
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Credit rating | 20 |
Unit level | Level 3 |
Teaching period(s) | Semester 1 |
Offered by | Centre for History of Science, Technology & Medicine (L5) |
Available as a free choice unit? | Yes |
Overview
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Aims
This unit explores why climate change attracts so much public, political and economic attention during the last fifty years. What makes it so important that recent books about the problem have titles such as ‘This Changes Everything.’ Is climate change changing everything? Is it changing anything? The unit covers the issue from various perspectives: scientific, cultural, political, economic and media. What weather and climate mean to different groups and institutions, and how these meanings influence the ways in which people individually and collectively respond to the climate change problem? The course is suited to Arts, Humanities and Science students interested in the scientific, social and policy aspects of climate change.
This course unit is also available as a 10credit course unit (UCIL 33201) |
Learning outcomes
Knowledge and understanding: students will be able to: Be conversant with theories, methods and skills to study climate change from different historical, cultural and social perspectives. Understand the scientific foundation and key concepts that underlie global climate change Gain knowledge about the varieties of interactions between climate, science and social organisations (publics, government, private sector, indigenous communities) Analyse key elements of climate policy and the politics of climate negotiation Assimilate new information and integrate it into class activities and research projects
Intellectual skills: student will develop the skills to:
Investigate in greater detail a specific problem, carry out innovative research and come up with innovative analytical methods to find out the relevant answers. Become familiar with the language and knowledge-base necessary to discuss the science, history and policy of climate change with their peers To close-read and interpret the statements on climate change and policy implications Think contextually: understand how environmental issues emerge as social problems that require policy measures Evaluate the nature of information presented in policy documents and the media
Practical skills: students will be able to
Propose original research topics applicable to local climate governance policies from behavioral, educational or infrastructural perspectives Develop conceptual apparatus to understand the policy, public and economic statements regarding the climate change regime Communicate orally during their weekly debates and in less-structured seminar discussions. |
Syllabus
- Climate: the Greates Empire
- Science: Revelle's Grand Experiment
- Consensus: Science Triumphant
- Politics of Climate Change
- Ethics of Climate Change
- Economics of Climate Change
- Economics of Climate Change
- Climate Change and Security
- Urban Climate Change
- Climate Change in the Media
- Future Climate: the Apocalypse?
Teaching and learning methods
This unit offers blended learning:
- 11 x online lectures
- 11 x face-to-face group debates
Knowledge and understanding
Students will be able to: Be conversant with theories, methods and skills to study climate change from different historical, cultural and social perspectives. Understand the scientific foundation and key concepts that underlie global climate change Gain knowledge about the varieties of interactions between climate, science and social organisations (publics, government, private sector, indigenous communities) Analyse key elements of climate policy and the politics of climate negotiation Assimilate new information and integrate it into class activities and research projects |
Intellectual skills
Student will develop the skills to:
Investigate in greater detail a specific problem, carry out innovative research and come up with innovative analytical methods to find out the relevant answers. Become familiar with the language and knowledge-base necessary to discuss the science, history and policy of climate change with their peers To close-read and interpret the statements on climate change and policy implications Think contextually: understand how environmental issues emerge as social problems that require policy measures Evaluate the nature of information presented in policy documents and the media |
Practical skills
Students will be able to develop the practical skills to:
Propose original research topics applicable to local climate governance policies from behavioral, educational or infrastructural perspectives Develop conceptual apparatus to understand the policy, public and economic statements regarding the climate change regime Communicate orally during their weekly debates and in less-structured seminar discussions. |
Transferable skills and personal qualities
The unit requires that students critically read and analyse select academic and media materials, research original topics, prepare for oral presentations, argue opposing views in real-time. Skills include: team work in preparation and presentation of research, critical and policy-oriented thinking, skills to understand the ‘hidden’ framings of climate change statements; writing skills: academic and for specific audiences. |
Employability skills
- Analytical skills
- General analytical skills needed for critical study of any environmental issue
- Innovation/creativity
- Contextualization skills required for lateral thinking and synthetic engagement with environmental problems
- Project management
- Students will take ownership of a essay/project/presentation that would allow them to assimilate the content and in-class assignments into an original, informed discussion on the subject. Coordination of project parts will be necessary to prepare for an effective debate.
- Oral communication
- Presentational techniques, oral expression and ad-hoc discussion points developed during debates
Assessment methods
Essay 1500 words (25%) and Exam (2 out of 6 questions) (25%) and Project 3500 words (40%) and Oral Presentation (10%) |
Feedback methods
Students will receive to formative feedbacks during the course of the unit:
(1) individual feedback to their presentations and debate
and
(2) individual feedback on their essay assignment.
They will also have access to full feedback on their projects and exams.
All submitted coursework will be returned with annotations and comments on Blackboard explaining the rationale for the marks given.
All feedback on written coursework will be given within two weeks time, unless otherwise specified.
Recommended reading
- Mike Hulme (2009), Why We Disagree about Climate Change. Cambridge.
- John Urry (2011). Climate Change and Society. Polity.
- Anthony Giddens (2006). The Politics of Climate Change. Cambridge
- Candis Callison (2014). How Climate Change Comes to Matter: the Communal Life of Facts. Duke University Press.
- Roger A. Pielke Jr (2011). The Climate Fix: What Scientists and Politicians Won’t tell you About Global Warming. Basic Books.
- Maxwell Boykoff (2011). Who Speaks for the Climate: Making Sense on Media Reporting on Climate Change. Cambridge
- Christian Parenti (2011). Tropic of Chaos: Climate Change and the New Geography of Violence. Nation Books.
Study hours
Scheduled activity hours | |
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Assessment written exam | 2 |
Lectures | 11 |
Seminars | 11 |
Independent study hours | |
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Independent study | 176 |
Teaching staff
Staff member | Role |
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Vladimir Jankovic | Unit coordinator |