A ‘wicked problem’: rethinking history education in the Anthropocene
Bibliographic record
Abstract
In seeking to attune history education to a relational, ecological, and ethical future orientation, we turned to scholarship in other fields that teach similar or proximate outcomes: Indigenous studies, environmental history, and climate change education. We suggest that the challenge in history is not just teaching about climate variation over time and its consequences, but also recognizing that the Anthropocene is a multidimensional phenomenon requiring adaptation in ways of being and understanding ourselves. We draw on the literature in each of the above-mentioned fields to leverage theory, content, and pedagogical cues to begin envisioning how history teachers and learners can seek meaning, when the terms within which we have made meaning in the past may slip away. In this article, we offer a prospective agenda for provoking history education to make significant change, particularly in Canada where we are situated. Our suggestions for history teaching and learning practice may be deployed in many different contexts to help educators confront the climate crisis. As historians and educators, we must provide these opportunities to learn about the past because as Davis and Todd state, 'the story we tell ourselves about environmental crises, the story of humanity's place on the earth and its presence within geological time determines how we understand how we got here, where we might like to be headed, and what we need to do'.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".