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Drawing on auto-ethnography and autophenomenography, it traces how meanings of water function as a resource, research topic, and refuge—especially as pandemic-era learning reveals mental costs. The author argues for psychological adaptation within climate-change teaching, reframing difficult topics and supporting teachers’ repeated work under changing living conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-activism-through-academia-into-deep-adaptation-an-autophenomenography-of-water/593132/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-activism-through-academia-into-deep-adaptation-an-autophenomenography-of-water/593132.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose regarding teacher preparation?","Question",{"text":112,"@type":113},"To share challenges in preparing prospective teachers to work through unfolding multiple crises, and to discuss how teaching can be recalibrated for psychological and educational adaptation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author use water in the research process?",{"text":117,"@type":113},"Water is treated as a resource, research topic, and refuge; the author gathers meanings it took on during his journey and brings them back into teaching and activism.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author emphasize deep adaptation in climate-change education?",{"text":121,"@type":113},"Because responses to climate change and related pedagogies can be transient, and teaching may burden learners with responsibility while requiring teachers to psychologically adjust to repeated instruction under deteriorating conditions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593132,1792191093,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 62, Number 3, November 2022  \nFrom activism, through academia into deep adaptation: an autophenomenography of water  \nPiotr Kowzan  \nUniversity of Gdansk, Poland  \nThis is an insight into teaching practice followed by reflections on unfolding multiple crises. On the journey from activism, through academia into deep adaptation, the author dives into the meanings of water to re-calibrate his teaching tools. Using auto-ethnography helps to identify water as a resource, research topic and a refuge. Meanings that were only partially readily available during teaching before the pandemic. As a result, the rediscovered awareness of the mental costs of learning and the need for psychological adaptation to deteriorating living conditions can be redirected back into teaching to lift difficult topics related to climate change again.  \nKeywords: deep adaptation, pandemics, climate catastrophe, recalibration of teaching tools  \nIntroduction  \nThe purpose of this article is to share the challenges ofthe practice of preparing prospective teachers for unfolding multiple crises. The practice, in a broader sense, aimed to prepare adults to work with  \nFrom activism, through academia into deep adaption: 405 an autophenomenography of water  \nchildren in the field of global education. I will discuss how my academic work with adults evolved from my involvement in social movements. And how, over the course of the pandemic, my intellectual focus on the problem of climate catastrophe has waned. While my emotional commitment to thinking about the future has grown, I have pushed aside the idea of the climate catastrophe as a problem that I could solve through my teaching work. My almost spiritual adaptation to the climate catastrophe was triggered by a one-year break from teaching. I will demonstrate how, through auto-phenomenography, I am attempting to collect the various meanings that the water took on for me during this journey in order to bring them back to teaching and activism. The entire process can be viewed as a tool for re-calibrating the teacher’s tools to work within the confines of the same course.  \nTeaching brings distant fruit to society. You can understand the teaching effort because it provides the opportunity of a distant change of the world by introducing better adults into it. However, in the context of accelerating climate change, which may reach a tipping point in many places, this distant perspective is becoming increasingly shortened. Any response-able pedagogies that enable students to answer both each other and global challenges are inevitably transient. There are also concerns about the extent to which risk-conscious education contributes to overburdening individuals with responsibility for the state of the world whereas,‘We do not have the inter/personal competencies necessary for engaging with the intense combination of guilt and fear induced by this existential crisis’(Verlie, 2022) . Then the collective climate action which often bridges the gap between teaching and learning has more therapeutic than tangible effects. Beyond the strategic issues of choosing adequate topics and methods for climate education, there is a psychological adjustment issue for teachers to work repetitively within the same course with subsequent groups of adults.  \nI have conditioned myself, like other adults with children, to be concerned about the future beyond my own life. Following a sudden increase in my knowledge of climate change, I, like many teachers, experienced climate anxiety. I attempted to channel my pessimism into constructive activities for future educators. Meantime, I noticed a similar tension among other academic teachers, and we tried to research how care and educational institutions are doing by submitting a project called Early Fear. Although we have not even started the research, the  \n406 Piotre Kowzan  \ndesire to analyse and solve climate change problems has waned since the pandem","cbCaiobhDpFOaF0P","https://ap.wps.com/l/cbCaiobhDpFOaF0P","pdf",196142,"English","# Introduction\n# Activism and anxiety","[{\"question\":\"What is the article’s main purpose regarding teacher preparation?\",\"answer\":\"To share challenges in preparing prospective teachers to work through unfolding multiple crises, and to discuss how teaching can be recalibrated for psychological and educational adaptation.\"},{\"question\":\"How does the author use water in the research process?\",\"answer\":\"Water is treated as a resource, research topic, and refuge; the author gathers meanings it took on during his journey and brings them back into teaching and activism.\"},{\"question\":\"Why does the author emphasize deep adaptation in climate-change education?\",\"answer\":\"Because responses to climate change and related pedagogies can be transient, and teaching may burden learners with responsibility while requiring teachers to psychologically adjust to repeated instruction under deteriorating conditions.\"}]","From activism, through academia into deep adaptation - an autophenomenography of water | PDF",1792076659,25]