"中美气候解决方案协作实验室：一个全新的跨国项目"(中英版)

We chose to emphasize climate solutions—as opposed to problems—as a counter to discouraging narratives of crisis that surround this young generation, to instead emphasize the tools we have to correct course and heal.

我们选择强调气候解决方案，而非问题，是为了减轻这一代年轻人周围充斥的危机叙事。相反，我们希望突出我们已经掌握的工具，以便纠正现状并进行修复。

“Solutions” also provided the structure for the course. Each module of the course was centered on a different area of climate solutions: Global Governance and Climate Diplomacy; Biodiversity; Green Finance; Clean Energy; Food and Agriculture. We were honored to draw on the expertise of Stanford faculty, as well as leaders from institutions like the Wilson Center and the Paulson Institute.*

“解决方案”也是课程结构的核心。每个模块都围绕气候解决方案的不同领域展开，包括全球治理与气候外交、生物多样性、绿色金融、清洁能源以及食品与农业。我们非常荣幸能够借助斯坦福大学教授的专业知识，以及来自像美国威尔逊中心和保尔森基金会等机构领导者的智慧与经验。

In addition, we spent one week reading about cross-cultural skills. Stanford’s Scott Rozelle spoke with the students about his decades of practical experience running the Rural Education Action Program (REAP), a highly collaborative research and policy project involving transnational researchers, Chinese villagers and educators, and government officials. One student emphasized that it was Rozelle’s example in particular that “allowed me to see the ways professionals have worked together and made important findings.”

此外，我们花了一周时间学习跨文化技巧。斯坦福大学的Scott Rozelle教授与学生们分享了他在领导斯坦福大学农村教育行动项目（REAP）中的多年实践经验，这是一个涉及跨国研究人员、中国农民和教育者以及政府官员的高度合作性研究与政策项目。一位学生特别强调，正是Rozelle教授的例子“让我看到专业人士如何合作并取得重要成果。”

U.S.–China Co-Lab students had to work together for every assignment. The most straightforward were the in-class discussions on Zoom and the weekly, written discussion boards—which nonetheless required teaching and interpretation, with each student explaining a reading that other students had not done.

中美气候协作实验室的学生需要在每个任务中共同合作。最直接的合作形式是Zoom课堂讨论和每周的书面讨论板，但这些活动依然需要教学和解释。例如，每位学生负责向其他同学讲解他们没有阅读过的材料。这种合作不仅帮助学生们相互学习，还加深了他们对学习资料的理解。

We used a design thinking approach for another assignment, the “Collaborative Prototype Challenge” developed by our SPICE colleague Mariko Yang-Yoshihara, in which each student was paired with a classmate from the other country. Through interviews, the students identified a key environmental need in their partner’s local community and brainstormed a creative prototype solution, using only materials at hand to represent it. Feedback and revision amplified this exercise in cross-cultural empathy, and the results were thoughtful, technical, artistic, and even goofy—ranging from Chinese paper lanterns made from repurposed packaging waste to a wearable air-conditioning suit to electricity generated by hamster wheels.

我们使用设计思维方法进行了另一个任务，即由SPICE同事Mariko Yang-Yoshihara设计的“协作原型挑战”。每位学生与来自另一国家的同学配对，通过采访确定对方所在社区的一个关键环境需求，并集思广益设计出一个创意原型解决方案，使用身边的材料进行表达。反馈和修订强化了跨文化同理心，最终成果既有技术性、艺术性，也不乏趣味性——从利用废旧包装制作的中国纸灯笼，到可穿戴的空调服，再到仓鼠轮发电装置。

For our final project, the “Bilateral Media Campaign,” we stepped up the teamwork and the cross-cultural empathy. In groups of four (2 U.S., 2 China members), students created a media campaign targeting a specific climate solution, tailoring two versions for parallel audiences: one in China and one in the United States. Together, each group needed to agree on a message to inspire specific public action and two specific audiences for that message—which involved both academic and local, community-based research. With the resulting data, they had to choose medium, means, and strategy, and finally, create the materials themselves.

在我们的最终项目“中美双边媒体活动”中，团队合作和跨文化同理心得到了进一步加强。四人小组（2名美国学生，2名中国学生）围绕一个特定的气候解决方案设计媒体宣传活动，分别为中国和美国的受众量身定制两个版本。小组需就激励公众采取具体行动的信息达成一致，并针对特定的受众进行学术和社区调研。基于这些数据，他们决定宣传的媒介、方法和策略，最终还制作宣传材料。

One group tackled invasive species and challenged teens in Arizona and Beijing to weed them out of their local ecosystems, with informative slides on buffelgrass and ragweed, respectively. A second group imagined schoolwide carbon footprint competitions between group members’ high schools in California and Shanghai. Another group sought to encourage families to adopt solar energy—for their own homes in North Carolina, or by using solar-charging personal devices in Beijing, where single-family homes are rare.

有一个小组讨论了入侵物种问题，号召亚利桑那州和北京的青少年清除当地生态系统中的入侵植物，分别展示了有关白茅和豚草的科普介绍。另一个小组设想了加州和上海的高中间进行全校碳足迹竞赛。还有一个小组鼓励家庭采用太阳能，无论是在北卡罗来纳州的自家住宅中，还是在北京通过使用太阳能充电的个人设备解决城市单户住宅稀缺的问题。

Students found the logistical coordination necessary to complete this multi-step project quite challenging and sometimes frustrating. But we considered that a realistic aspect of all collaborative problem-solving—all the more so when dealing with national boundaries, the international date line, and internet firewalls!

学生们发现要完成这个多步骤项目的协调工作颇具挑战，有时甚至令人沮丧。但我们认为这反映了所有协作解决问题的现实一面，尤其是在涉及国家边界、国际日期线以及互联网防火墙时，这些挑战也更加贴近现实。

Feedback from the class suggests that the project was worthwhile. “I learned about the nuances and similarities between both audiences, which helped me appreciate the common ground we shared despite our diverse backgrounds,” commented one student. “The synergy that emerged from our collaboration was remarkable.”

项目反馈也表明了Co-Lab非常有价值。一位学生评论道：“我了解到两种受众之间的细微差别和相似之处，这让我更能欣赏我们在多元背景下的共同点。”他补充道：“我们合作中产生的协同效应令人印象深刻。”

Overall, Moncaster and I took extra care to represent a wide range of perspectives in the speakers and readings and other course materials, representing diversity in profession, academic discipline, strategy, personal background, etc. Several students commented on how their future plans had changed as a result: students who joined the program interested in policy now wanted to study climate tech as well; STEM-oriented students now understood the need for culturally informed messaging; a humanities student now felt confident in exploring environmental sciences as well.

总体而言，Moncaster 和我特别注意在演讲嘉宾、阅读材料和其他课程资源中代表各种不同的观点，包括职业、学术领域、策略和个人背景的多样性。好几位学生表示，这改变了他们未来的计划：有些对政策感兴趣的学生现在也希望学习气候科技；专注于STEM的学生意识到文化敏感的沟通的重要性；一位人文学科的学生也对探索环境科学充满了信心。

Most importantly, friends were made, and almost all of the students plan to stay in touch with one another. Anfeng Wilson Xie, of Shanghai, China, was thankful for the opportunity to meet so many “passionate youths in the environmental field, as I have truly learned a lot from my peers.”

最重要的是，学生们建立了友谊，几乎所有学生都计划继续保持联系。来自中国上海的谢安峰（Anfeng Wilson Xie）对此次机会表示感谢，因为他有机会结识了许多“在环境领域充满热情的青年”，并从同龄人那里学到了很多东西。

Feedback from the students on our first iteration of the U.S.–China Co-Lab has been overwhelmingly positive. “Its transformative journey surpassed my prior expectations,” Raiden Smith, of Tucson, Arizona, told us. He added that it “strengthened my interest in climate studies and broadened my perspective on the importance of cross-cultural communication as I’ve become more hopeful for our collaborative future.”

学生们对我们首次开展的中美气候协作实验室（U.S.–China Co-Lab）给予了极其积极的反馈。来自亚利桑那州图森市的雷登·史密斯（Raiden Smith）告诉我们：“这一变革性旅程超出了我之前的预期。”他还补充道，它“增强了我对气候研究的兴趣，并拓宽了我对跨文化交流重要性的认知，让我对我们的合作未来充满了更多的希望。”

For our part, Moncaster and I were heartened and inspired by the intelligent, open-minded, and imaginative young people we got to know in the program and look forward to watching them forge their own future. Who knows what new solutions for our planet they may dream up together?

对于我们来说，Moncaster 和我深受这些聪明、开放、富有想象力的年轻人启发与鼓舞。通过这个项目，我们有幸认识了他们，期待看到他们开创自己的未来。谁知道，他们可能会为我们的地球一起创造出哪些新的解决方案呢？