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Climate meets politics at UN summits, so who will save us?

It's that time of year when commitments to change are sought. Is there a different way to power the energy transition?

Julia Kendal

Juila is a writer and social justice advocate. 

A fallen statute with tyre tracks over it lies on the steps to a government building, in a form of protest.
Climate protest, Berlin.
Nico Roicke on Unsplash.

We’re coming up to a tipping point: the autumn equinox, when the balance of light and dark shifts. For some, this season change still carries the possibility of September – new term, fresh notebook; for others, myself included, there’s more a feeling of ‘here we go again’ with the nights closing in and the hurtle to the end of another year. 

On the global scale, it also kicks off the pattern of international summits and negotiations to drive progress on making this world, our world, a bit fairer, safer, and more hopeful. World leaders gather in New York for the United Nations (UN) General Assembly; then it won’t be long until the next UN Climate Summit (COP29) in Baku, swiftly followed by discussions in Busan to create a new UN Treaty to end plastic pollution. Perhaps that draws another sigh; here we go again.  

But there’s something new this time on the agenda in New York: the UN’s Summit of the Future on 22-23 September. It is being touted as a ‘once-in-a-generation’ opportunity to forge a better way forward. Will this be the moment that saves not just us, but future generations and the natural world too?  

A few years ago, I was involved in organising an event that brought together experts in sustainable development from science, government and civil society. To get the conversation going, we wrote this question on a flipchart: What will save us over the next decade? We asked people to cast their vote with a sticker, giving them just three options: government; society; technology.  

As people gathered around, we noticed a general pattern emerging: 

  • the scientists voted for government  

  • the civil servants voted for society  

  • people from civil society voted for technology 

There seemed to be subtext to all this: 
 
‘Who will save us?  

Not me.’ 

I wonder if in that moment, the people voting – knowledgeable and connected, experts in their industries – were feeling the limits of their power.

When we brush up against our own limitations, it can be tempting to look elsewhere for reassurance. I find hope in a too-little-known story of change, a kind of David and Goliath story  , that cuts across government, society and technology. A story that has seen leaders held to account, voices heard and literally billions of dollars shifted out of fossil fuels and into clean energy. 
 

It might seem distant from our day to day lives, such wrangling over exact punctuation at global summits. But these commitments can have long-lasting influence.

People said it was impossible, because no one had ever done it before. For decades, the UK and other wealthy nations provided billions in taxpayers’ money for fossil fuel projects in other countries around the world. People’s taxes were spent on a gas plant in Mozambique, oil fields in Brazil, thereby fuelling the climate crisis and risking locking low-income countries into using fossil fuels for decades to come instead of investing in the clean energy transition. 
 
This is a transition that has begun. In most places around the world, solar and wind are cheaper and more easily accessible than oil, gas or coal. Power is transformational; it fuels homes, schools and hospitals, it unlocks jobs, education and healthcare. And it’s getting to the point where there’s little reason it can’t be renewable.  
 
With the technology getting there, it became time for the political will to shift too. So, a few years ago, a small group of campaigners came together to push for an end to this funding in the UK. They built relationships with MPs and civil servants, they got the media interested in this fairly niche issue, and they worked with the communities affected by UK-funded projects, coming with a straight-forward message that got to the heart of the injustice: stop funding fossil fuels overseas.  
 
And it worked. In December 2020, the UK announced an end to all taxpayer support for overseas fossil fuel projects, the first high-income country to do this. But not the last. In the run up to the 2021 UN Climate Summit, campaigners and civil servants worked to get 38 more countries and large banks to make the same commitment to end funding for fossil fuels and shift it into renewable energy projects. With Norway and Australia joining at COP28 last year, that group now numbers 41, and represents over $28 billion a year that could be shifted from fossil fuels and into clean energy.  
 
It’s not been plain sailing, and it’s not fully in the bag. For a few years, I got work alongside the incredible advocates at the frontline of this work. A few weeks ago, some of them published a new report which found good progress on the fossil fuels part of the pledge but much more work needed from governments on getting that money into the renewable energy projects that could be transformative for the 685 million people who currently don’t have access to electricity.

This story reminds me that ‘saving us’ isn’t a once and done thing. It’s bigger than that; something to be lived out, imperfectly, with others, over the years.

One of the hot topics at the Summit for the Future, is whether the leaders can agree to transition away from fossil fuels in a new ‘Pact for the Future’, echoing language that was fought for, weakened, then mostly put back into the final commitment made at COP28 last year. (This counts as a high stakes drama in the climate policy world). It might seem distant from our day to day lives, such wrangling over exact punctuation at global summits. But these commitments can have long-lasting influence. For nearly 80 years, the Universal Declaration of Human Rights has been protecting people – or showing the gap when their rights are being violated.

And really, this isn’t just about words, it’s about power.

Part of the problem with our question on that flipchart was that it divorced people and opportunities, rather than bringing them together. The best way of driving change is to build collective power, holding each other and our decision-makers to account.

Perhaps thinking of the future brings more fear than hope. But this story reminds me that ‘saving us’ isn’t a once and done thing. It’s bigger than that; something to be lived out, imperfectly, with others, over the years. And lived out with God. This is a partnership that he invites us into: to join in his work of seeing a world full of potential being nurtured and restored. We might not see the whole change we hope for, but sometimes we’ll get to see the scales tip.

The energy transition has begun – but it’ll take the collective influence of a movement of people to ensure that it’s fast, fair and serves those who need it most. With a big gap remaining between the finance needed and the finance pledged, all eyes are on this year's COP29 in Baku to see tangible progress.

Here we go again.

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Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.

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