On completion of the course, the student should be able to:
account for different theoretical as well as practical perspectives on climate change in relation to ecopsychology, art and narratives;
summarise and critically relate to different ways of creatively working with climate change related to various ethical, existential and psychological issues;
communicate transdisciplinary issues related to climate change, ecopsychology, narratives, art and science;
initiate, plan, implement and evaluate a delimited project work within the course area.
The course deals with various theoretical and practical perspectives on climate change in relation to ecopsychology (e.g. environmental melancholia), artistic forms of expression (e.g. climate art) and literary communication methods (e.g. ecocriticism, climate fiction). Through various theoretical understandings and knowledge in psychology, philosophy, ethics, art history, literature and climate science, the discussion on how different ways of working in the area can contribute to an individual and societal climate transition is deepened. The various parts of the course bring together an experience-based, process-focused and creative learning with a reflexive, debating and knowledge-oriented learning, where art and science meet in a transdisciplinary and critical dialogue. Through project work the student develops, initiates and works with a practical in-depth study of one of the course areas.
The teaching consists of lectures, seminars and workshops. The lectures are given by guest lecturers from various academic disciplines and relevant areas of society. Ample opportunities are provided for active student participation and critical reflection. Participation in seminars and workshops is compulsory. Non-compulsory study visits or equivalent may occur.
The student is examined through written preparation for (2 credits) and active participation in seminars and workshops (1.5 credits), and through written documentation (3.5 credits) and oral presentation (0.5 credit) of a project.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.