Reflection on the Role of Universities in Climate Change and Deep Adaptation.

The European Council has concluded that climate change is “an existential threat” (European Commission, 2021). In the face of the impending climate crisis, universities' role is becoming increasingly critical. As Prof. Jem Bendell highlighted in his lecture, Universities, Climate and Deep Adaptation (2020a), universities are uniquely positioned to respond to societal collapse due to direct or indirect impacts of climate change.

Professor Bendell has introduced a concept of deep adaptation that calls for a complete rethinking of our response to climate change. He proposes that mitigating the effects of climate change alone will not be enough, and we must also adapt to the expected changes that will occur. He emphasizes the crucial role of universities as centres of knowledge and innovation in this adaptation process. His idea is fascinating, and we can explore how higher education can adapt to this view to promote constructive change. To understand how higher education can adapt to this perspective, we need to understand the framework and approaches.

According to Bendell (2020b), Deep Adaptation (DA) is a framework for responding to the climate crisis based on the assumption that societal collapse due to climate change is likely, inevitable, or already unfolding. Deep Adaptation highlights some key approaches that can guide us towards meaningful progress and positive change. These approaches can help us create a constructive response to the climate crisis and pave the way for a sustainable future.

Resilience or Strength: What is it we most value and want to keep? What positive and desirable customs and manners should human societies strive to uphold to thrive and endure?Practical steps could include:

• One way to strengthen our communities is by promoting local food production, implementing renewable energy systems, and supporting resilient local economies.

• Additionally, we can foster personal resilience by providing skills training, emotional support, and physical health promotion. Doing so can build a more sustainable and vibrant future for ourselves and those around us.

Relinquishment or Sacrifice: What can we let go of not to make matters worse? It's important to let go of certain assets, behaviours, and beliefs hindering progress to make a positive impact. Practical steps to move forward:

• Reduce your dependence on fossil fuels and make sustainable lifestyle choices.

• Leave behind any beliefs or practices that contribute to climate change or impede our ability to adapt to its impacts.

Restoration or Repair: What could we bring back to help? Some practical steps we can take include:

• Adopting low-carbon practices and technologies from the past that can be re-integrated into modern life.

• Preserving natural habitats to help sequester carbon and protect biodiversity.
  

Reconciliation or Bringing Together: With what or whom can I make peace in the face of mutual morality? We can unite and support each other through these challenging times by acknowledging our current mess and engaging in open, honest conversations about climate change. We can foster empathy and understanding and work together to find solutions to the issues we face. By providing emotional support and encouragement, we can inspire each other to take positive action and make a real difference in the world.

I prefer to engage in activities that positively impact me, which is why Bendell's video and paper(s) inspire me. I believe it is important to concentrate on creating opportunities for the future while also enjoying the process and finding meaning in it. In my opinion, Deep Adaptation is not solely about surviving but rather about navigating the crisis with empathy, wonder, consideration, and productive action.

Embracing Uncertainty

Prof. Bendell’s lecture (2020a) highlights the importance of embracing uncertainty, especially in the face of climate chaos, where there are no definitive answers or solutions. Universities must foster an environment that encourages critical thinking, creativity, and flexibility to enable students and researchers to devise innovative solutions to the complex problems posed by climate change.

In the picture to the right, you can see the Eight Steps for Academia on Deep Adaptation that Prof. Bendell is presenting. In the video, Prof. Bendell presents the steps and relevant questions to start a dialogue on each step. As educators, perhaps the most important step for us is to "Level with students", meaning we need to learn alongside our students in this new era.

Universities as Catalysts for Change

As leaders in academia, universities have a unique opportunity to effect change by integrating discussions about the principles of Deep Adaptation into their educational programs and research initiatives. Then, I believe it is very important as a teacher not to tell the student what to think but rather talk about different perspectives. Universities have an obligation to show students different approaches and theories of how to work, implement and live with sustainable development now and in the future. Furthermore, higher education can leverage their influence to advocate for policies that promote sustainable practices and climate resilience. This proactive approach can equip the next generation of leaders with the tools and expertise necessary to address the complex challenges of climate change and ultimately work towards building a more sustainable future.

Extra

To help me understand how different universities handle climate change education and what strategies they are implementing, I searched for relevant case studies on the topic. I received assistance from a digital assistant called Microsoft Copilot, powered by AI. It offered me valuable insights and pointed me towards helpful resources that I plan to explore further, but I still wanted to share my findings:

Towards a Greater Engagement of Universities in Addressing Climate Change Challenges1: This study outlines the importance of university engagement in climate change and describes its main features. It identifies that even though climate change is relevant to universities, its coverage in university programs is not as comprehensive as expected.

Handling Climate Change Education at Universities: An Overview2: This study aims to identify the extent to which matters related to climate change are addressed within the teaching and research practices at universities, focusing on the training needs of teaching staff2.

Climate-ADAPT Case Study Explorer3: This database enables filtering case studies by ‘adaptation sectors’ they address, ‘climate impacts ‘ they cope with, ‘adaptation elements’ they apply and by ‘countries’ and ‘transnational regions’ where they are located3.

Local Institutions and Climate Change Adaptation4: This discussion uses evidence from two sets of cases - those in the United Nations Framework Convention on Climate Change (UNFCCC) coping strategies database, and in the National Adaptation Programs of Action (NAPAs) - to comparatively assess the role of local rural institutions in facilitating adaptation4.

References

Bendell, J. (2020a). Lecture on Universities, Climate and Deep Adaptation. [VIDEO] https://youtu.be/81_n9wJJ9x4?si=F5AAXU--nf0jZdLk Bendell, J. (2020b). Deep Adaptation: A Map for Navigating Climate Tragedy (2nd ed.). IFLAS Occasional Paper 2. Retrieved from https://www.lifeworth.com/deepadaptation.pdf

European Commission (2021). Forging a climate-resilient Europe - the new EU Strategy on Adaptation to Climate Change. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2021:82:FIN

Leal Filho, W., Weissenberger, S., Luetz, J.M., et al. (2023). Towards a greater engagement of universities in addressing climate change challenges. Sci Rep, 19030. https://doi.org/10.1038/s41598-023-45866-x