Climate change is an issue that transcends borders and requires an interdisciplinary approach to address. While modern science has made significant strides in understanding the causes and effects of climate change, it is essential to acknowledge the importance of traditional ecological knowledge in addressing this global challenge. However, China’s climate education often leans heavily on Western science, neglecting traditional ecological knowledge. This centuries-old Indigenous wisdom, honed through communities’ deep interdependence with their environments, offers valuable insights into sustainable practices and location-specific cultural values. These are aspects that modern science alone cannot fully replace. The omission of this knowledge in the classroom risks leaving students disengaged and ill-equipped to tackle the climate crisis holistically. To bridge this gap, we designed a traditional ecological knowledge climate change education workshop for first-year undergraduates. Students came from diverse regions across China, where our institution is located. The workshop consisted of two stages: first, to ground participants in climate science fundamentals; second, to task them with collaborative problem-solving through both traditional ecological knowledge and Western scientific lenses. The result was a surge in students’ perceived ability to address climate change. This enthusiasm is evidence that blending ancient wisdom with modern knowledge does not just broaden perspectives, but can also prompt climate action. Empower and Foster Optimism
Our workshop demonstrated that integrating traditional ecological knowledge into a range of curricula, including environmental science, sustainability studies, geography, anthropology, education, and business studies, significantly empowers students and boosts optimism. By highlighting traditional ecological knowledge approaches to water conservation, such as the intricate canal systems created for specific regional topographies, we visually demonstrated the power of traditional ecological knowledge. We used the documentary “The Perennial Plate” to showcase the 1,300-year-old rice cultivation methods of the Hani community in southwest China, which reinforced the importance of traditional ecological knowledge in regulating and storing water alongside principles of contour farming and terracing. These features are crucial components of Chinese traditional ecological knowledge that minimize erosion and runoff, demonstrating practical solutions for modern climate challenges. Students reported that learning about these historical, sustainable practices instilled a sense of hope. One participant expressed, “Chinese traditional ecological knowledge has made me feel more optimistic because it offers insights into balancing natural ecosystems.” Another stated, “Traditional ecological knowledge gives me hope that we can use ancient wisdom to solve modern climate challenges.”
Moving Beyond Climate Change to Teach the Climate Crisis
Our students felt that their prior education heavily favored scientific and technological climate solutions, neglecting cultural and historical perspectives. They argued that including traditional ecological knowledge in curricula would broaden understanding and foster innovative solutions. Educators can bridge this gap by drawing from research that explores how traditional Chinese architectural features can be adapted for modern buildings to enhance thermal performance. For instance, a study by Hong Xu, Qiong Huang, and Gang Liu found that traditional timber-frame halls can be adapted to optimize thermal performance. Their research revealed key climate-responsive strategies, such as high heat capacity providing shelter from hot air, and natural ventilation serving as an auxiliary comfort measure in summer, and south-facing orientations, maximum window-to-wall ratios, and thermal insulation optimizing solar gains and protecting against the cold in winter. Cultivate Motivation for Climate Action
Our workshop significantly shifted students’ sense of personal responsibility towards climate action. Many reconsidered their daily behaviors, realizing their potential to contribute to climate solutions. Participants also highlighted the communal nature of traditional ecological knowledge, which inspired collective action. One commented, “Since the workshop, I’ve started paying more attention to my carbon footprint and have made small changes in my lifestyle.” Traditional ecological knowledge prompted these shifts by demonstrating the tangible, community-driven practices that have mitigated environmental degradation for generations. Educators can encourage students’ sense of personal responsibility to take climate action by using location-relevant case studies. For instance, we illustrate how Indigenous communities’ controlled burns prevent wildfires and support biodiversity. We also teach students about rice-duck co-culture, which involves the use of ducks in rice paddies to naturally control pests, reducing the need for pesticides and boosting production. These two examples are supported by modern science and scientific data. By using examples that are supported by science, we can practice “two-eyed seeing,” encouraging students to see traditional ecological knowledge and Western knowledge as complementary, rather than opposing, forces. We encourage students to discuss how each offers unique insights into climate issues to foster mutual respect for both. Shift the focus from “truth” to “usefulness,” highlighting how each system solves specific problems. Traditional ecological knowledge excels in local environmental management, while Western science provides broader principles. Challenge students to assess their usefulness for local climate adaptation. Integrating traditional ecological knowledge into climate education instils hope, connecting students to their heritage and empowering them to make positive changes. Students also said that integrating traditional ecological knowledge helped foster cultural sensitivity and respect for the contributions of a diverse range of knowledge systems to global climate discourse. This blend of traditional and modern learning offers a richer, more nuanced understanding of climate change. Bin Feng is the associate language lecturer at Xi’an Jiaotong-Liverpool University’s English Language Centre, and Daniel Yonto is an assistant professor in the department of urban planning and design at Xi’an Jiaotong-Liverpool University.
References
- Xu, H., Huang, Q., & Liu, G. (2018). Adaptive thermal performance of traditional timber-frame buildings. Energy and Buildings, 166, 147-157.
- The Perennial Plate. (2015). Directed by Lee Hylton.
About the Authors
Bin Feng is the associate language lecturer at Xi’an Jiaotong-Liverpool University’s English Language Centre. Daniel Yonto is an assistant professor in the department of urban planning and design at Xi’an Jiaotong-Liverpool University.
