Following up on what I wrote on Friday about how my colleague respond to her talking about sustainability issues with “don’t make me feel guilty”, I am exploring eco-guilt as a search term that seems to produce quite a different set of results. In contrast to the literature I summarised on Friday, where guilt is described as a deactivating emotion that needs to be changed into constructive hope in order to lead to action, the studies below mostly describe guilt as an emotion that can (and should) be used to promote environmental friendly behaviour. But I do not think those studies are super convincing, so better proceed with caution here…
Tag Archives: hope
Thinking about how to respond when people say “Don’t talk to me about sustainability, you make me feel guilty!”
Today one of my colleagues told me that a very common reaction she gets in her department is that people do not want to talk to her about sustainability because “that makes them feel guilty”, and also say that is why they do not want to talk about sustainability with their students. To me, that really feels like a “you” problem — how is it my, or her, problem that you feel guilty because I talk about something that matters to me? Then do better and you don’t need to feel as guilty! — but at the same time that’s probably not the most constructive approach to deal with that situation. So let’s see what the literature says what is going on and what we should do about it!
Currently reading: “Hope dies, action begins?” The role of hope for proactive sustainability engagement among university students. (Vandaele & Stålhammar, 2022)
Over the last couple of weeks, I’ve talked to many people that are in one way or other involved in teaching about sustainability at high school or university level. One thing that has struck me is how many seem to be teaching about sustainability without actually believing that we can and will “fix” the big issues like climate, biodiversity, hunger, wars. And while I don’t have a solution to them either, I found it so disheartening to see all these teachers that talk to so many young people and that seem to have no hope for the future. Surely this cannot be the way to do things. If they don’t see the point of changing things because we are all doomed anyway, how will they support their students to develop skills and strategies to deal with all the big challenges they will be faced with?
This is where the article I’m summing up below comes in: