also noted that measuring affective dispositions, such as young people’s attitudes, is challenging because attitudes and dispositions tend to be fluid and are likely to change from year to year as students develop and progress.
Andy Anderson closed by noting some conclusions and questions raised in the discussion. “Children live both in and outside of school” and are influenced by their families and their communities, as well as by their schools. That point leads to questions about the proper scope of the school curriculum and how to establish priorities among the knowledge, dispositions, skills, and behaviors that come under the heading of climate literacy. “What is the role that formal schooling can and should play in preparing students to be responsible citizens?” he asked. “What is reasonable to expect schools to accomplish? Where do schools have leverage, and where do they have permission from parents to go?”