Climate Education: An Interview with Don Haas for Net Zero Times
By Marie Cresswell, Editor of Net Zero Times
In this special edition of Net Zero Times, we explore the critical world of climate education with Climate Educator leaders like Don Haas, a dedicated educator and climate advocate from the Paleontological Research Institution (PRI). With decades of experience in teaching and a strong commitment to interdisciplinary approaches, Don shares insights into the evolution of climate education, its core principles, and the urgent need for action-oriented learning. Haas perceives no boundaries in his work, as he lives near the Canadian border and understands that climate change is a global issue emphasizing that climate education needs to transcend across borders.
Q: Can you tell us about your background and what inspired you to focus on climate education?
Don Haas: My journey began in the early 1980s when I pursued a dual degree in physics and engineering. However, I found my passion in teaching, particularly in earth sciences at a high school in New York. I started educating students about global warming as early as 1987. Growing up in a household where environmental awareness was pivotal, I was influenced by my father's innovative projects, like building a solar hot water heater and a vertical axis windmill. My experiences, combined with influential James Burke documentaries and the realization that many new teachers struggled, motivated me to obtain a PhD in science education. This led me to a career where I have consistently emphasized climate and energy education.
Q: How did you come to establish the Center for Climate Change Education at PRI?
Don Haas: In September, we officially launched the Center to highlight our long-standing commitment to climate change education, which can get hidden by our paleontological name. The center’s mission is to provide and support action-oriented climate change education, as we believe humanity faces a climate emergency. Our goal is to engage learners in understanding and addressing climate change.
Q: How would you define climate education today? What are its core principles?
Don Haas: At its core, climate change education engages learners in working on climate change to understand it better. One of our main principles is interdisciplinarity. We aim to integrate climate education across various subjects—science, social studies, arts, and more. This can be challenging within the traditional educational system, especially between grades 6 and 16, where interdisciplinary approaches are often lacking.
Another critical aspect is recognizing the importance of social sciences alongside physical sciences. While we understand the science behind climate change, we must also address its societal implications. For instance, the majority of modern climate change is industry-led, and it's essential to discuss the economic and social dimensions of climate issues.
Q: What has been the response to climate change education initiatives in New York?
Don Haas: I’m part of the Climate and Resilient Education Task Force (see: cretf.org) in New York State, which aims to improve climate change education policy. Although we’ve faced challenges in passing legislation, there is now an expectation that all students will receive climate instruction beginning in the 2026-27 school year. This is a significant step, although we need to define what that instruction includes.
Additionally, the recent overhaul of New York State’s science standards has integrated climate change content significantly, especially in the Earth & Space Sciences exam, which now includes about 50% climate-related material.
Q: Can you share insights on climate literacy and its importance?
Don Haas: In a perfect world, climate literacy would equip people with a comprehensive understanding of Earth systems and the complexities of climate change. It's crucial for learners to grasp concepts like scale, as many struggle to differentiate between thousands, millions, and billions.
Moreover, in teaching climate change, we must acknowledge that it can evoke fear and anxiety. Striking the right balance—encouraging awareness without overwhelming students—is essential. Our education efforts should evoke the right amount of concern to motivate action, while also providing the tools to navigate those emotions.
Haas elaborates on the difficulty humans have in grasping large numbers, noting that this understanding has become crucial in modern times. In workshops, I use an activity where I place a Post-it with zero on one side of the wall and another with one trillion on the opposite side. Participants then place their Post-it note for one billion somewhere between the two. Responses are typically spread out across two-thirds of the distance between zero and a trillion, which is understandable since we aren’t evolutionarily programmed to grasp it easily. A billion is one one-thousandth of a trillion.
To illustrate scale, I often use money. For instance, a computer worth $1,000 means that 1,000 of them totals a million dollars. A million-dollar house is something many can visualize, and 1,000 of those would amount to a billion dollars—about the cost of the new Buffalo Bills stadium currently under construction. If you had 1,000 NFL stadiums, that would be a trillion dollars.
Another perspective is time: 1,000 seconds equals about 17 minutes, and 1,000 times that gives you a million seconds, roughly 12 days. A billion seconds translates to about 32 years, while a trillion seconds takes you back 32,000 years, before agriculture and civilization. If we extend that to 10 trillion seconds, we reach 320,000 years ago, when Homo sapiens were not yet a distinct species. Teaching about scale is essential for understanding these concepts.
Q: Can you tell us about the Teacher-Friendly Guide you developed?
Don Haas: The Teacher-Friendly Guide to Climate Change was first published in 2017 and has been updated when we brought it online. The goal was to support teachers who may not be well-versed in climate science but are scientifically literate as well as support teachers in other disciplines. It serves as a resource to help them effectively teach about climate change and energy, emphasizing that you cannot discuss climate change without addressing energy consumption.
This is the 10th installment in the Teacher-Friendly Guide series, with seven of the guides focusing on regional Earth science in the U.S. These regional guides cover all 50 states, although we don't yet have one for the Caribbean. In addition to the regional guides, there are two on teaching evolution—one using bivalves like clams and mussels, and the other focusing on maize. The tenth guide addresses climate change.
The purpose of these guides is to assist teachers who may be scientifically literate but lack specific knowledge in disciplines like Earth science. For instance, in teaching climate change, we emphasize that it cannot be addressed without discussing energy. As Chris Hayes noted, discussing climate change without mentioning energy is akin to talking about lung cancer without acknowledging smoking.
We are proud that the guide is freely available online, allowing us to reach educators across various states. Before the pandemic, our crowdfunding campaign helped distribute copies of the guide to every public school in 15 states, ensuring it reached those who needed it most.
Q: What do you think is the ideal approach for teaching climate change across different subjects?
Don Haas: Teaching climate change should transcend traditional boundaries. It’s essential to incorporate climate issues into English classes, social studies, math, and the arts. For instance, argument essays on climate topics have been prevalent in New York State's English Language Arts exams. The arts also play a significant role; they can evoke emotions and inspire action, as seen with historical examples like the television movie "The Day After," which influenced public policy on nuclear arms.
Conclusion
In closing, Don Haas emphasizes the critical role of climate education in addressing the pressing challenges of our time. As educators, we must strive to create interdisciplinary and action-oriented learning environments that empower students to engage with climate issues thoughtfully and effectively.
About the Paleontological Research Institution (PRI)
The Paleontological Research Institution is dedicated to advancing the understanding of Earth’s history and the science of climate change. Through research, education, and public engagement, PRI aims to enhance knowledge and inspire action toward a sustainable future.
About Don Haas
Don Haas has a rich background in science education, with over 39 years of experience as a professional educator. Currently, he is affiliated with the Paleontological Research Institution, where he leads efforts in climate change education and promotes interdisciplinary learning. His dedication to teaching and passion for environmental issues continue to inspire students and educators alike.
Director of Teacher Programming
607-273-6623 x185
haas@priweb.org