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History and Society

Part 1: History and Society

What it mean to care, to feel empathy with others, including the planet, and to protect in a global context.

Point: protection of individual from intrusions and upholding the individual’s cultural entity. Elaboration: Empathy, as opposed to sympathy that defines the art of feeling sorry for, is feeling with persons as they undergo their troubles, and in this case risks that might have befallen them (Dr. Iris, 2016).

Relevance: This is important as a lesson to the students during teaching practise considering the marked changes that has occurred in its perception. Dealing with risk now calls for opening up of borders to accommodate the risky prone countries to global solutions (Martusewicz et al. 2011)..

Link: As stated in the presentation by Dr. Fiona, this would give a new approach towards tackling the challenges that befell individuals in this century as it provides an insight into the appropriate solutions to counter them. This presents a view of feeling with the individuals affected as defined by empathy (Dr. Iris, 2016).

How do we integrate ‘matters of concern’ into teaching? What risks can we take?

Point: The naïve nature of the new trends in risks and the associated challenges in their first dispensation through teaching to the students.

Elaboration: This is crucial considering that the teachers might be held accountable from whatever information they pass to the students owing to the fact that this would be the very first time such important information would be taught to the students and therefore no experience ever made (Howard, 2012).

Relevance: This is critical as a teacher would not want to provide any information to the students that might later on hold them accountable to their utterances. From this part, it emerges that the issues relating to risks are pedagogical in nature even as they are incorporated in learning and teaching as a new trend has emerged with their presence (Howard, 2012).

Links: In this risky environment, teachers should take into consideration whatever knowledge they give to their students as the students would more likely implement it as it is. This therefore forms the basis for the first part of these questions about care that is to be taken in teaching to avoid the mishaps that might hinder teaching (Martusewicz, 2011).

Part 2: Main idea of Sustainability

According to Littledyke, the major key issues on sustainability are greenhouse effect and climate change, use of resources and the fate of discarded materials, biodiversity, poverty and sustainability. I would also want to add pollution into the list even though it is an etiology of global warming and the ultimate climatic change. Other risky issues include infectious infestation in which viral infections which might results into epidemical outbreaks. An example is Bird Flu.

). McWilliam, 2003). In the long turn, extremities of temperatures would be experienced with long heats durations, irregular rainfalls as well leading to climatic changes. I would use it as a risk and also outline its global impact and how the risk has gone beyond borders (Ungar, 2010In this list I would pick climatic change as the main issue considering it is the ultimate long term impact of the above effects. I would use it as a risk and elaborate its impacts to cover up other like pollution that would lead to release of carbon into the atmosphere, this would prevent escape of irradiated sunlight rays thus being trapped and this leads to global warming (

In response to the view about Wal’s perception about liberation as a means of approaching environmental issues is a better policy. This is so because it would be supported by the majority of the people who would easily adopt the policy as opposed to the totalitarian policy. Totalitarian policy has always been perceived as an oppressive thus would not be favoured by the people and in its implementation would lack the drive form the common man as a solution to environmental challenges. Finally, I have started a response to Wal’s article and his take on social learning.


Beck, U. (2009), World at risk, UK: Polity Press

Ecojustice education: toward diverse, democratic, and sustainable communities — Rebecca A. Martusewicz, Jeff Edmundson, John Lupinacci 2011

EDF5623., Semester 2, (2016) Dr. Iris Duhn, Modernity and Risk Societies.

Howard-Williams, R. (2012), “Global communication, the environment, and world risk society”, Interactions: Studies in Communication & Culture 3: 3, pp. 303-315, doi: 10.1386/iscc.3.3.303_1

. Routledge.Ecojustice education: Toward diverse, democratic, and sustainable communitiesMartusewicz, R. A., Edmundson, J., & Lupinacci, J. (2014).

McWilliam, E. (2003). The vulnerable child as pedagogical subject of risk management. Journal if Curriculm Theorising, 19(2), 35-43.

Ungar, S (2010), “The challenge of marketing climate change in southern Ontario”, In KlimaCampus Hamburg, Communicating Climate Change II: The Regional Level, Hamburg, Germany, 14-17 October.