Episode Transcription

Empowering Minds: The Role of Education in Sustainability

Guest: Professor Jonathan Jansen

Introduction

In this episode of the We Need to Act podcast, we spoke with Professor Jonathan Jansen—distinguished professor of education at Stellenbosch University, renowned scholar, author, and public intellectual. In a wide-ranging and candid conversation, Professor Jansen reflects on his journey into teaching, the moral purpose of education, climate change and justice, the limits of policy, and why meaningful change begins where we stand.

What follows is an edited and curated transcript of our conversation, adapted for clarity and readability while preserving the authenticity of Professor Jansen’s voice and ideas.

On Finding a Calling in Education

Sara: Professor Jansen, your entire career has been dedicated to improving education. Yet you once said you originally wanted to become a biochemist. How did you end up in teaching instead?

Professor Jansen: During the apartheid years, you couldn’t get a state bursary for fields like biochemistry or engineering if you were Black. The government decided what you could study—typically civil service professions like teaching. My plan was simple: study science, teach for a while, earn money, and then return to biochemistry. But the moment I stepped into a classroom, I knew I was a teacher. I loved making complex ideas simple and seeing that moment when learners suddenly understood something. I realized I didn’t want to spend my life doing bench work—I wanted to work with people, especially young people. Even today, as a professor, I still teach chemistry to high school students several times a week.

Teaching, for me, isn’t a job. It’s a calling. It’s an enormous privilege.

Teaching with Joy, Not Burden

Sara: Teaching carries such responsibility. Do you feel that weight?

Professor Jansen: I don’t experience it as a burden. I feel joy, connection, and purpose. I’m very aware of the realities my students face—poverty, inequality, limited opportunities—but I focus on what I can give. I prepare intensely, I feed students when I can, and I take them on science excursions. I want them to learn science by doing science, not just memorizing facts. Education has the power to move people from misery to possibility. And when you see that happening, you don’t dwell on the weight—you feel gratitude.

Leadership, Race, and Raising Standards

Sara: You were the first Black rector of the University of the Free State. Do you see that moment as progress, or a reminder of how far we still have to go?

Professor Jansen: I’ve never liked being introduced as “the first Black.” I prefer being known as the right person for the job. I didn’t go into that role with a sense of apology or inferiority. I knew I was good at what I did. My aim was twofold: to raise academic standards at historically white universities and to open access to those who had been excluded. I never made distinctions in my commitment to students based on race. My principle was simple—wherever you are, I will give 100% to your success.

Science, Society, and Interconnected Problems

Sara: Your academic roots are in botany and zoology. How did that shape your thinking about education and society?

Professor Jansen: The world’s problems don’t arrive as disciplines—they arrive as interconnected crises. Climate change, pandemics, sustainability—these aren’t just scientific problems or social problems. They’re human problems. During the pandemic, for example, people relied heavily on medical experts, which was important. But concepts like social distancing are sociological, not medical. We need multiple lenses to understand and respond to global challenges. That interdisciplinary thinking has shaped all my work.

Climate Change and the Role of Education

Sara: How do you see the role of education in addressing climate change, particularly in Africa?

Professor Jansen: Many leaders don’t grasp the urgency of the crisis. They see disasters as isolated events rather than symptoms of climate change. Education has a critical role to play here. You cannot teach geography, biology, literature, or poetry today without addressing climate change. But if governments don’t prioritize it, it won’t appear in the curriculum. Instead, they focus on “shiny” subjects while ignoring slow-moving disasters. This isn’t just a policy issue—it’s political. That’s why citizen action matters. Governments won’t act unless there’s sustained pressure.

Trust, Power, and Citizen Action

Sara: Do you still trust governments and international organizations to lead on climate action?

Professor Jansen: No, not really. But they control resources and authority. Change happens when citizens apply pressure—through writing, organizing, protesting, and exposing corruption. My own form of action is writing. I’ve written a weekly column for over 15 years. Books, essays, conversations like this—these are all forms of resistance. If you’re simply waiting for governments to see the light, you’ll be waiting forever.

Climate Justice and Shared Responsibility

Sara: What is your view on climate justice, especially for countries that contributed least to the crisis?

Professor Jansen: I agree that wealthy nations have a moral responsibility. But we also need to look critically within the Global South. Countries like South Africa are major polluters and have responsibilities toward their neighbors. Climate responsibility isn’t just a North–South issue. Emerging economies and regional powers must also step up. This is a shared global obligation.

Decolonization, Knowledge, and Agency

Sara: How do you view debates around decolonizing knowledge systems?

Professor Jansen: I’m skeptical of how the debate is often framed. Knowledge today is produced collaboratively across the world. Inequality of resources does not mean inequality of ideas. Some of the most important scientific discoveries—like identifying the Omicron variant—came from the Global South. We don’t lack intelligence or expertise. What we need is confidence and collaboration, not a victim mentality. Stop talking endlessly about being oppressed. Use your brain. Produce knowledge. Put your ideas on the table.

The Future of Education and AI

Sara: With AI, polarization, and digital distraction, how do we protect critical thinking and hope?

Professor Jansen: Universities have enormous leverage. Every graduate should understand climate change and sustainability—regardless of their discipline. There’s no point earning a degree if the world you’re preparing for is collapsing. Some governments are doing this well. Kenya, for example, is using AI to expand access to quality education in rural areas. These success stories matter—they show that change is possible. I remain optimistic. Education changes lives every day. Whether it happens at scale depends on political will and cooperation.

A Final Message: Where to Begin

Sara: For people who feel overwhelmed, what is one concrete step they can take?

Professor Jansen: Brighten the corner where you are. Don’t be overwhelmed by the size of the world or the limits of your resources. Act where you have influence. If you’re an accountant, mentor young people. If you’re a teacher, go beyond the syllabus. If you’re part of a community, invest in it. I’ve seen how small, sustained efforts—early childhood centers, school gardens, mentoring programs—transform lives. Will it change the whole world? No. But it will change someone’s world. And that matters.

Closing

This conversation reminds us that education is not only about knowledge, but about responsibility, courage, and action. Global challenges demand local commitment—and meaningful change begins exactly where we stand.

Photo: Rachel Martin