Navigating “Simplexity” in the Anthropocene: Environmental Education for Teachers in Times of Metacrisis
Bibliographic record
Abstract
Abstract In this paper, we explore the challenges and possibilities of environmental teacher education in the unravelling of a metacrisis. Drawing from multiple perspectives from post-growth literature, environmental sciences, political ecology and philosophy of education, we argue for the need to navigate complex environmental issues through simple yet profound narratives, what we term simplexity . As environmental educators working in the Pacific Northwest, we reflect on our distinct positionalities to propose five pedagogical touchstones that bridge the gap between overwhelming complexity and oversimplification in teacher education. These touchstones include: (1) challenging nature – culture divides and acknowledging alternative ontologies, (2) countering pessimistic views while fostering post-growth imaginaries, (3) confronting the Great Acceleration and ecological overshoot, (4) recognising power dynamics and colonial legacies in metropolis-periphery relations and (5) engaging with the aesthetic and embodied dimensions of climate disasters. Our framework seeks to propose pedagogical openings for teacher educators to cultivate agency and critical hope in environmental teacher education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.014 | 0.034 |
| Scholarly communication | 0.009 | 0.010 |
| Open science | 0.001 | 0.014 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".