Implications of rural commons for climate change education
지혜성* ․ 서은정**†
Ji, Hyesung* and Seo, Eunjung**†
This study aimed to explore the implications of various characteristics of rural commons for climate change education. The geographic scope of rural commons includes not only agricultural lands that underpin agriculture, but also natural ecosystems such as forests, rivers, and oceans. Based on Hardin and Ostrom's discussion, we explored the meaning and characteristics of rural commons and derived implications for climate change education. The results of the study showed that rural commons are characterized by responsible management, value creation, and building a local identity. Second, the study explored the educational implications of each of the three dimensions of rural commons: responsible management, value creation, and building a local identity. In terms of responsible management, climate change education needs to recognize the importance of indigenous knowledge and utilize it through participation and sharing. In terms of value creation, rural commons can be utilized as a resource for climate change education as they possess ecological and cultural values. In terms of building a local identity, climate change education needs to emphasize a sense of place, which can lead to engagement in climate action. This study is significant for reinterpreting the value of rural commons from the perspective of education and will provide insights into the direction of climate change education through rural commons in the era of climate crisis.
1404-06.pdf
