Science and Democracy in Youth Environmental Action – Learning “Good” Thinking

Abstract

Society increasingly faces scientifically and politically complex problems (e.g., climate change, biodiversity loss, environmental injustice), which require citizens have capability to participate in public processes that incorporate scientific analysis with deliberation about societal goals. Environmental action could be one avenue for developing young people’s capabilities to participate in science and democracy. “Youth environmental action” refers to a process in which youth and adults co-create environmental and social change. This in turn builds young people’s capabilities for further participation in personal and community transformation. As an educational approach, environmental action aims not to modify specific behaviors like recycling or saving water, but rather engages youth in planning and taking action on environmental issues they find relevant. In addition to improving natural and built environments, these experiences can help youth grow as citizens because they involve authentic participation in community issues. Drawing on literature in the fields of civic education and science education, we argue that environmental action occurs at the intersection of youth civic engagement and inquiry-based science education. We share the results of an exploratory study investigating the interplay of science and civic engagement in 10 programs that engage youth in local environmental action in New York State. Scientific practice and civic engagement share several characteristics, including questioning assumptions, understanding systems, considering alternative explanations, and debating critically within a community. Our research suggests that environmental action involves a civic-science synergy because it concurrently engages youth in civic and scientific processes through which they can develop the critical dispositions and skills characteristic of both endeavors.