We all expect schools to help students work toward a better future, in one way or another. However, by calling attention to how serious the world’s problems are, we may create a sense of despair in our students. To counter this, we must provide students a sense of hope.
Hope provides an antidote to feelings of despair among young people, especially when learning about serious problems such as climate change. Hopeful framing of issues emphasize how people can identify and take effective action to respond to a changing environment. This motivates young people to engage in positive social action and promotes psychological and emotional well-being.
Pragmatic hope is the belief, based on a careful analysis of evidence, that a better future can realistically be attained—not just someday, but soon, through feasible strategies that are currently available. This kind of hope is focused on making a tangible difference in people’s lives today, grounded in a detailed understanding of practical considerations and real-world conditions
Visionary hope looks to a world that may lie far beyond present day realities, a belief motivated by idealistic visions of relationships among people or between humans and the environment. Visionary hope imagines a future that may be difficult to attain, of a different scope and time scale than pragmatic hope—but a future that is no less realistic.
Ho, L. C., & Barton, K. C. (Nov 2024). Centering hope in social studies education. Social Education.
Ho, L. C., & Barton, K. C. (in-press). A collaborative deliberation pedagogical model from the USA for social justice, critical harmony, and hope. In K. Bickmore (Ed.), Constructive conflict pedagogies for building democratic peace: Teaching strategies from around the world. Bloomsbury Academic Press.
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