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Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into systems of resource extraction and the production of wastes that are driving climate change. In the face of these interlinked and potentially cataclysmic issues, peace educators should strive to develop forms of pedagogy that address the core challenges by suggesting avenues of authentic engagement and seeking to cultivate a sense of hopefulness despite the mounting crises. This article explores the ways in which educators might teach to this generational ‘test’ characterized by the conjoined challenges of climate change and militarism, drawing upon concrete classroom experiences along with the aspirational aim of sustaining optimism in a time rife with apathy and despair. [ABSTRACT FROM AUTHOR]

The article discusses the issue of climate change in the context of peace studies. Rather than lead to conflict, the author posits the challenges of climate change have helped foster peace after disasters. Topics mentioned include the competition for natural resources, collaborative aid efforts following natural disasters, and the sharing of water resources between neighboring countries.

This article presents the author's views on how to deal with disasters such as hurricane Katrina, storms, and floods selflessly and through collective efforts. Environmentally, dependence on fossil fuels as the core input for everything from transportation to food products that has accelerated the impacts of climate change. The author laments how some powerful groups wants to capitalize on such crisis to their benefits by opening disaster management centers.