In the hall of Paris-Dauphine University, from the stand of his green association, Dauphine Durable, Maxence has to use his memory and his smartphone. The student finds the obligatory course on the climate which he followed in 2020 when arriving at the university, named “The ecological challenges of the 21st century”. On the program in particular “the phenomenon of the greenhouse effect, biodiversity”. This Friday, September 23, young people are once again mobilizing for the climate, at the call of the Fridays for Future movement initiated in 2018 by Greta Thunberg. Gatherings are planned in Bordeaux, Toulouse, Dijon, or even Rennes. In Paris, the demonstration must take place on Sunday.
>> “Many young people are eco-anxious or eco-furious”, according to Mathis Montelon, one of the coordinators of the climate march in Montpellier
This movement is relaunched in full questioning of students on the meaning of their studies. Last spring, during their graduation ceremony, young people from AgroParisTech or Sciences Po openly criticized their schools – not green enough, no or few courses on climate change and the means to act. At Paris-Dauphine University, since 2020, all first-year students, regardless of their license, have a compulsory course on the subject, but the feedback on experience is mixed. In addition to biodiversity and the greenhouse effect, another lesson concerns energy production, or even understanding the IPCC reports (Intergovernmental Panel on Climate Change). “A global view of climate change. Why? How? What are the effects? So it was seen from a scientific angle, with a veneer of natural, physical sciences, which was not uninteresting for us”emphasizes Maxence.
A scientific base delivered by mathematicians, economists and climate experts. “It was fairly general knowledge that we had had in science education in high schoolexplains Blanche, whereas I thought it would be more related to companies, how to put in place a more environmental policy, etc.” Solène agrees: “I find that they did not give enough solutions, not the means to fight against this global warming.”
It’s impossible to do everything, to see everything in just 18 hours of lectures, answers sociologist Dominique Méda, co-designer of this module at the University of Dauphine: “I understand very well that they are in a hurry, that they want solutions because they themselves want to get involved! But we think that this first year, it is made to deepen the observation on the carbon footprint, on the IPCC scenarios… All of this still takes a lot of time.” In the first year of the license, the course is devoted to the natural and physical sciences of the climate and to ecological crises. In the second year, it focuses on the economic, social and cultural aspects
Time for theory in the first year of the license, and after? Do students learn more later, especially in masters? Cassandre Goldstein, student delegate for environmental responsibility, is convinced of this. “There is the master’s degree in international affairs and development, where there is a major in sustainable development, and a master’s degree in law related to the environment, another energy, finance, carbonshe lists. So it’s already a first step.”
And the Minister of Higher Education wants to make Dauphine an example to follow. Sylvie Retailleau’s objective: that all undergraduate students have “keys to understanding” ecological issues, from the start of the school year in September 2023.
Climate courses deemed too limited at Paris-Dauphine University – report by Thomas Giraudeau
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