ABSTRACT

In this position paper we ask what constitutes reasonable personal and collective responses to the predicaments we face as individuals, as societies and globally in the age of escalating sustainability crises. We in particular take our teaching about sustainability and computing as a starting point as well as an end point for a discussion about what happened when we started to focus also on our students’ emotional responses in the face of receiving troubling news about sustainability, about limits and about the future. Moreover, we also use this intervention as a point of entry to a discussion about how this changed not only our students, but also ourselves as teachers, as colleagues and as human beings.