Climate Change Adaptation and Human Capabilities: Justice by D. Kronlid

By D. Kronlid

Weather swap edition and Human features explores studying, health and wellbeing, mobility, and play as weather functions and produces new insights into the intensity of weather swap influence on social existence.

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Extra info for Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy

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In other words, I want to capture that, for example, the freedom to move is constituted by both the actual opportunity to move (in early Sen, the capability, or potential functioning) and the actual possibility of moving without always using capabilities or functionings. What is more, all Capabilities are neither predominantly climate Capabilities (as in being adversely affected by climate change), nor adaptation Capabilities (as a function of adaptation capacity and adaptation action). I will try to be clear on when using Capabilities/Capability in a more general meaning and when I specifically address them in the climate change and climate adaptation context.

Considering that climate change is experienced and described by many as a moral issue, and by some as a matter of grave ethical theoretical concern, Gardiner is puzzled that few moral philosophers have been engaged in climate change (Gardiner 2004, 555–556). By contrast, the IPCC’s Fifth Assessment Report contends that we have seen a substantial literature in climate change ethics over the last two decades or so (Jones and Patwardhan 2013, 11). Today many scholars in social sciences and the humanities agree that “climate justice .

We differentiate between learning and transformative learning, and between education and learning. We also suggest that it is important to differentiate between climate change education and education more generally, as well as between conservative climate change education and transformative climate change education. INTRODUCTION 27 In the second part of Chapter Four, we relate transformative learning and education to adaptation for transformation. Here we suggest that transformative climate change education and how it could be constituted via an emphasis on transformative relations are important, as they might help turn adaptation resources into more viable functionings under the postnormal condition of climate change.

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