While the threat of climate change has been scientifically understood for over fifty years, fossil investments and emissions continue climbing, jeopardizing progress towards renewable economies or lifestyle adjustments. For just as long, feminist and critical theorists have insisted on a situated perspective in science, to combat ‘objective’ scientific conclusions being put to work for naturalising and reproducing violent regimes and relations to the world.

In the context of climate change, situated and reflexive paradigms are important for learning to inhabit the world on principles of care and kinship. But climate policy continues to insist on ‘pure’, objective science, in doing so denying the relevance of different relations to the world.

The author reflects on the lack of such sensibilities in his environmental system science education, and speculates towards a transversal environmental science paradigm on the principles of embodiment, curiosity, humility and responsibility.