BaCCC/Module 2/Lesson 2/Part 3
Learning from our elders
In many parts of the world, young people have the benefit of living in or near their extended families. And if they do not, there are always wise elders living nearby.
Youth can learn a great deal about the climate emergency from their elders.
| Historical context: Elders have lived through decades of environmental change and have seen first-hand how the climate has evolved over time. They can offer valuable insight into the ways that human actions have contributed to climate change and, perhaps, how we can work to mitigate its effects. |
| {Traditional knowledge: Most Indigenous communities have longstanding relationships with the land and have developed a deep knowledge of how to live in harmony with their environment. Elders from these communities can offer valuable traditional knowledge and practices that can help younger generations better understand the importance of respecting and protecting the natural world. |
| Advocacy and activism: Many elders have been involved in advocacy and activism efforts for decades and can offer guidance on how to effectively push for policy changes and engage with the broader community to raise awareness about the climate emergency. Indeed, many of the people involved in climate change policymaking at all levels are your elders. |
| Personal responsibility: Elders can model personal responsibility and sustainable practices, such as reducing consumption, recycling waste and conserving energy, that can help younger generations understand how they can take concrete steps to reduce their own impact on the environment. |
| Optimism and resilience: Lastly, elders can offer hope and resilience in the face of a daunting challenge. They have lived through other crises and can help younger generations develop the resilience and determination needed to take on the climate emergency with courage and optimism. |
Young people can benefit greatly from the knowledge, experience and wisdom of their elders when it comes to understanding the climate emergency and taking action to address it.
However, wise young people will choose their wise elders carefully!
Who
- Who did they learn about climate change from? Who are they most worried about?
What
- What was the climate like when they were growing up, and how has it changed over time?
- What frightens them about climate change?
- What are they doing about it?
- What in their childhood made them resilient people today?
- What changes have they noticed in the local ecosystems or wildlife in your area?
- What steps have they taken to reduce their own impacts on the environment and climate change?
- What advice would they give to young people who are concerned about the impacts of climate change?
When
- When did they first realise that climate change is happening?
- When did they become involved with environmental activism or conservation efforts?
Where
- Where did they first see evidence of climate change?
- Where else have they visited? Did they see evidence there too?
Why
- Why do they protest or take other action – or not?
- Why do they care about the future? (Word that one diplomatically!)
How
- How do they think human activities have contributed to the climate crisis?
- How have climate change impacts affected them personally?
- How do they feel about the future of the planet?
- How have they seen public attitudes towards climate change shift over time?
And, most importantly:
- What do you think is needed to create a greater sense of urgency around this issue? (You will certainly be able to use their ideas in Lesson 3.)
Your interview with an elder (or two) will help you better understand the personal experiences, perspectives and actions of elder generations when it comes to climate change and will provide you with a valuable opportunity for intergenerational learning and dialogue.
