In the Anthropocene, the charge to address climate change has been taken up by youth. From the landmark climate lawsuit filed in 2015 by twenty-one young people to secure the legal right to a safe climate to the thousands of climate marches and school strikes that took place in 2018 and 2019, young people are making their voices heard. Many undergraduate students enter universities passionate about solving problems related to the changing climate; however, they arrive at a site of conflicting values about education. As the university increasingly treats students as customers, the ability to educate and foster a new generation of climate change–informed and action-oriented citizens is challenged. In this article, we ask how we cultivate citizens in the geography classroom in the Anthropocene. Drawing on our experience cocreating and teaching a climate change and food security class for sophomores, we examine this question to understand the place of geographic education in the neoliberal university in the Anthropocene. Here, we detail an example of coteaching and using a problem-based learning task based on pressing climate change issues as a way of modeling and practicing problem solving that reinforces students’ identification as agents who can act in a climate-changing world. We find that teaching from both a climate science and social or cultural perspective is an important component of students considering where they fit in the Anthropocene. In this article, we offer a model for geography educators for integrative educational experiences, translating student passion for solving problems into momentum toward change.

在人类世，应对气候变化的责任由年轻人承担。从二十一个年轻人在2015年提出的具有里程碑意义的气候诉讼到2018年和2019年发生的数千场气候游行和学校罢工，以确保获得安全气候的合法权利，年轻人在不断表达自己的声音。许多本科生进入大学后就热衷于解决与气候变化有关的问题。但是，他们到达的教育价值观相互矛盾。随着大学越来越多地将学生视为客户，教育和培育新一代的，以气候变化为导向并以行动为导向的公民的能力受到了挑战。在本文中，我们询问如何在人类世时代的地理课堂中培养公民。根据我们为大二学生共同创建和教授气候变化和食品安全课程的经验，我们研究了这个问题，以了解地理学在人类世界新自由大学中的地位。在这里，我们详细介绍一个示例，该示例基于紧迫的气候变化问题进行研究并使用基于问题的学习任务，以此作为建模和实践问题解决方法的一种方法，从而加强了学生对可以在气候变化世界中行动的主体的认同。我们发现，从气候科学和社会或文化的角度进行教学是考虑他们是否适合人类世的学生的重要组成部分。在本文中，我们为地理教育者提供了一个整合教育经验的模型，将学生对解决问题的热情转化为动力。