俞孔堅：氣候設計，為了同一個地球 | 主編寄語

導讀

2024年5月，主題為“從氣候危機到氣候韌性”的梵蒂岡氣候峰會成功舉辦，峰會的一大里程碑式成就是討論并達成了《全球氣候韌性公約》。這一綜合行動綱領呼吁通過實施MAST原則（減緩、適應和社會變革）來增強氣候韌性，并為氣候行動的戰略方法奠定基礎。面對當前的氣候挑戰，理解氣候變化的復雜性、進行氣候設計，以及推動教育范式變革以培養未來地球監護的全球領導力至關重要。

氣候設計：

為了同一個地球

Climate Design for One Planet

俞孔堅

北京大學建筑與景觀設計學院

氣候韌性的呼喚：梵蒂岡氣候峰會

2024年5月15~17日，主題為“從氣候危機到氣候韌性”的梵蒂岡氣候峰會于教皇比奧四世別墅舉辦。本次峰會由教皇科學院和教皇社會科學院主辦，匯聚了全球各領域的領導者，包括教皇弗朗西斯、各級政府官員、頂尖科學家、信仰領袖，以及一位來自亞馬遜的原住民領袖。此次活動是推動全球氣候韌性行動的關鍵舉措，就如何共同應對氣候變化帶來的緊迫挑戰進行了跨學科、跨文化的廣泛討論。

“從氣候危機到氣候韌性”的梵蒂岡氣候峰會，相關報道鏈接：https://www.pkuef.org/info/1020/5474.htm

峰會強調了氣候危機的嚴峻現狀和全球變暖問題的緊迫性。會議報告展示了近年來不斷刷新紀錄的高溫事件，并預測了未來溫度上升或將導致的廣泛生態和社會影響。當前，亟需強有力的行動來應對這一態勢在全球范圍內帶來的健康、安全和經濟威脅。峰會的一大里程碑是討論并達成了《全球氣候韌性公約》。這一綜合行動綱領呼吁通過實施MAST（減緩、適應和社會變革）原則來增強氣候韌性，并為氣候行動的戰略和方法奠定了基礎。

筆者于會上作主旨報告

1）減緩：峰會強調了迅速減排和實施減少現有大氣中溫室氣體策略的必要性，包括遏制碳排放和促進向可再生能源過渡的技術發展及政策制定。

2）適應：認識到某些氣候影響的不可避免性，峰會倡導增強公共健康、基礎設施和生態系統韌性，包括使社區和自然系統更好地抵御氣候干擾并從中恢復。

3）社會變革：這或許是其中最具雄心的原則。峰會呼吁面向持續發展的文化和教育轉變，強調了培養氣候變化意識素養、鼓勵全社會的可持續實踐，并發展能夠促進氣候應對行動中的公平、正義的伙伴關系。

MAST原則概括了峰會所形成的增強氣候韌性的整體方法，強調了環境可持續性和社會公平的相互依賴性。峰會成果旨在指導近期和長期戰略計劃，是全球在氣候危機中邁向更具韌性未來的關鍵一步。

在具有里程碑意義的梵蒂岡氣候峰會上，全球各界領導者共同簽署了《全球氣候韌性公約》。本次峰會象征著各行各業和不同文化為應對我們這個時代所面臨的緊迫環境挑戰而做出的一致承諾，凸顯了全球共識——需要立即采取強有力的行動，為子孫后代保護我們的地球。筆者也有幸參與了這一重要活動，并有感而成此文。圖為俞孔堅和同峰會聯合主席馬塞洛·蘇亞雷斯–奧羅斯科在簽署《全球氣候韌性公約》后合影留念的瞬間。

呼喚地球監護人才培養的教育變革

作為這次峰會的見證者并受峰會的觸動，筆者深切感受到氣候危機時代對教育機構變革的緊迫需求。這種變革不僅是為了應對當前迫在眉睫的挑戰，更是為了轉變教育范式，以利于培養致力于地球監護的新一代全球領導者。

因此，我們需要采取綜合的氣候行動方法，不僅要考慮環境影響，還要考慮社會經濟和文化背景。例如，雖然碳信用旨在減少排放，但通常無法解決大型環境項目帶來的潛在社區遷移或生物多樣性退化問題。同樣，地球工程解決方案或許能夠緩解氣候變化問題，但也可能產生新的環境挑戰，以我們尚且無法完全理解的方式擾亂當地氣候和全球生態系統。

在應對復雜問題時，教育在培養知識淵博、深思熟慮和積極主動的地球監護領導者方面的重要性日益彰顯。我們必須培養那些了解地球生態系統的復雜性，并能優先考慮長期可持續性而非短期收益的領導者。這意味著應當在教育系統中整合氣候科學、政策和倫理知識，以確保未來的領導者能夠針對復雜問題制定出全面的、包容性的解決方案。

減緩氣候變化必須超越以碳為核心的單一路徑，考慮更廣泛的生態影響，促進生物多樣性和系統韌性；適應策略應增強社區——特別是最脆弱群體——應對變化的能力，同時保持當地生態系統的完整性；最重要的是，社會變革必須對上述氣候變化行動提供支撐，培養重視可持續性、公平性和社區主導行動的“整體地球”思維方式，這是長久韌性發展的關鍵所在。

氣候設計鼓勵以綜合性方法發展具備生態科學合理性且能夠促進社會公平的解決方案。這些方案和方法利用跨學科研究吸引當地社區參與決策過程，優先考慮基于自然的解決方案，以運用自然系統的固有能力來應對氣候挑戰。

新的教育范式應側重于互聯性和普遍性，為學生提供一把“萬能鑰匙”。這把鑰匙是一種對地球管理的跨學科和整體性理解，強調人類和生態健康的相互聯系。這種教育不僅限于傳統的環境科學，還將通過可持續發展的視角整合經濟學、社會學、政治學等領域的原則。

這種創新的教育方法將培養能夠在全球層面思考、在本地行動，并認識到本地社區健康與全球生態系統密不可分的領導者。這些領導者將成為踐行“整體地球”理念的先鋒，承認一個公正、可持續的世界將使所有人而非少數特權者受益。

結論

培養具備整體性和綜合思維能力的新一代領導者是必要且緊迫的。隨著氣候變化等全球挑戰的不斷演變，我們對于領導力及教育的思路也必須不斷發展。通過加強“整體地球”監護理念的教育，我們可以培養能夠駕馭和解決未來復雜問題的領導者。這一可持續未來的愿景是我們作為全球生命共同體的一部分所必須努力實現的目標。

  以下為文章英文版本  

  引用格式見文末  

 1  A Call to Climate Resilience: The Vatican Climate Summit

The Vatican Climate Summit, titled “From Climate Crisis to Climate Resilience” (“the Summit” hereafter), was held from May 15 to 17, 2024, at Casina Pio IV in Vatican City. Organized under the guidance of the Pontifical Academy of Sciences (PAS) and the Pontifical Academy of Social Sciences (PASS), the Summit convened a diverse group of global leaders, including Pope Francis, government officials from various levels, top scientists, belief leaders, and an indigenous leader from the Amazon. This event was pivotal in galvanizing global action towards climate resilience, reflecting a broad and inclusive engagement across disciplines and cultures to address the pressing challenges posed by climate change.

The Summit highlighted the alarming status quo of the climate crisis, focusing discussions on the urgent realities of global warming. Reports presented at the Summit underscored the record-breaking temperatures of recent years and projected a troubling future with potential temperature increases leading to extensive ecological and societal impacts. The current trajectory threatens significant health, safety, and economy worldwide, highlighting the imperative need for immediate and robust actions. A landmark achievement of the Summit was the introduction and adoption of the Planetary Protocol for Climate Change Resilience. This comprehensive framework calls for global cooperation to enhance climate resilience through the implementation of the MAST principles—mitigation, adaptation, and societal transformation—laying the groundwork for a strategic approach to climate action.

1) Mitigation: the Summit emphasized the necessity of rapid emission reductions and the implementation of strategies to decrease existing atmospheric greenhouse gases, including advancing technologies and policies that curb emissions and transition towards renewable energy sources.

2) Adaptation: recognizing the inevitability of some climate impacts, the Summit advocated for strengthening resilience across public health, infrastructure, and ecosystems, which involves preparing communities and natural systems to better withstand and recover from climate disturbances.

3) Societal transformation: this principle, calling for a cultural and educational shift towards sustainability, is perhaps the most ambitious. The Submit stresses the importance of fostering climate literacy, encouraging sustainable practices across all sectors of society, and developing partnerships that promote equity and justice in climate responses.

These MAST principles encapsulate the Summit’s holistic approach to climate resilience, stressing the interdependence of environmental sustainability and social equity. The outcomes of the Summit, aimed at guiding both immediate and long-term strategies, signify a crucial step forward in global efforts to address the climate crisis and build a more resilient future.

 2  The Call for Revolutionary Change in Global Leadership Education for Planet Stewardship

Participating and being inspired by the Summit, the author has witnessed first-hand the urgent need for revolutionary changes within our institutions. This transformation is crucial not just for addressing immediate challenges but for fostering a paradigm shift in education to nurture a new generation of global leaders committed to planet stewardship.

Understanding the Complexity of Climate Change

The planet functions as a complex system, where each component interacts with and impacts the others in myriad ways. Climate change exemplifies this complexity, arising from diverse interconnected ecosystem changes. Unfortunately, traditional approaches to addressing climate issues have often been narrow and fragmented. Singular-goal solutions such as carbon-focused mitigation strategies, carbon credits, geoengineering or conventional grey-infrastructure adaptations are not only insufficient but would sometimes exacerbate the underlying issues. Such methods often fail to address the systemic nature of environmental changes, leading to unintended consequences that further complicate the ecological and social fabric of our societies.

Therefore, it requires an integrated approach to climate action that considers not only the environmental impacts, but also the socio-economic and cultural contexts. For instance, while carbon credit aims to reduce emissions, normally, it does not address the community displacement or biodiversity degradation along with large-scale environmental projects. Similarly, geoengineering solutions may alleviate the symptoms of climate change but could potentially create new environmental challenges, disrupting local climates and global ecosystems in ways we do not fully understand.

As tackling these complex issues, the role of education in developing informed, thoughtful, and proactive leaders for planet stewardship becomes increasingly significant. We must cultivate a generation of leaders who understand the complexities of the planet’s ecosystems and be prepared to make decisions that prioritize long-term sustainability over short-term gains. This means integrating climate science with policy and ethics in educational systems to ensure that future leaders can devise solutions that are as comprehensive and inclusive as the problems are complex.

The Imperative for Climate Design

In response to these challenges, I advocate a comprehensive approach known as “climate design.” Rooted in design thinking, it systematically tackles complex problems through innovative, holistic solutions. Climate design goes beyond mere technical fixes by integrating mitigation, adaptation, and crucially, societal transformation.

Mitigation efforts should extend beyond carbon to consider broader ecological impacts, promoting biodiversity and system resilience. Adaptation strategies should be designed to enhance the ability of communities, especially the most vulnerable, to cope with changes while preserving the integrity of local ecosystems. Crucially, societal transformation must underpin these efforts, cultivating a global mindset that values sustainability, equity, and community-led initiatives, which are critical for long-term resilience.

By fostering an integrative approach, climate design encourages the development of solutions that are both environmentally sound and socially equitable. The efforts leverage cross-disciplinary research, engage local communities in the decision-making process, and prioritize nature-based solutions that harness the inherent capabilities of natural systems to address climate challenges.

A Paradigm Shift in Education

The current global education system often resembles a labyrinth of segregated rooms, each with a different key, training students to navigate isolated paths without ever converging in a common hall. This fragmented educational paradigm breeds specialists disconnected from the broader implications of their expertise. To counter this, we must revolutionize how we educate future leaders for planet stewardship.

The new educational paradigm should focus on interconnectivity and universality, equipping students with a “universal key” that unlocks multiple doors. This key is an interdisciplinary and holistic understanding of planet stewardship that emphasizes the interconnectedness of human and ecological health. Such education will not be confined to traditional environmental science but incorporate principles of economics, sociology, and political science, etc., through the lens of sustainable development.

This transformative educational approach will prepare leaders who can think globally and act locally, recognizing that the health of local communities is inextricably linked to the global ecosystem. These leaders will be pioneers of the “One Planet” philosophy, acknowledging that a just and sustainable world is beneficial for all, not just a privileged few.

 3  Conclusions

The call for a new generation of leaders equipped with holistic and integrative thinking skills is not just a necessity but urgent. As global challenges like climate change continue to evolve, so too must our approaches to leadership and education. By fostering an educational system that emphasizes comprehensive, planet-centric stewardship, we can nurture leaders capable of navigating and solving the complex problems of tomorrow. This vision for a sustainable future is what we, as part of the global community, must strive to implement.

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編輯 | 高雨婷，田樂

制作 | 高雨婷

媒體發布 | 馬哲

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