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Th e focus of this paper is the relation between global warming and climate change, as the biggest problems of modern civilization, and the development of climate literacy, as one of the major prerequisites and tools for conquering this problem. Th e topic of climate literacy is being introduced in formal and informal education all over the world. As it is still in its preliminary, introductory phase, we do not have enough data to discuss its impacts in practice. A compelling defi nition of climate literacy, which we consider useful for its future practice, is as follows: “A climate-literate person: a) understands the essential principles of Earth’s climate system; b) knows how to assess scientifi cally credible information about climate; c) communicates about climate and climate change in a meaningful way; and d) is able to make informed and responsible decisions with regard to actions that may aff ect climate” (NOAA, 2009). According to our assumptions, climate literacy of modern civilization is very low. We have no empirical research on which to base our assumptions as there are almost no research conducted on this topic. However, systemic changes to the worse with regards to global warming can serve as an indirect indication. Climate literacy of modern societies does not yet encourage signifi cant technological, organizational and social changes towards the reduction of greenhouse gases. Major obstacles for the development of climate literacy from the sociological standpoint are as follows: a) Th e perception of modern people is narrow in its scope and lags behind the facts as they claim that global warming and climate change are issues of the future. Climate literacy should, according to them, be dealt with when the problem becomes more urgent; b) An effi cient and organized global political response to the issue of global warming has been non-existent for years. Th is has either postponed or at least slowed down the development and spread of climate literacy; c) Th e development of climate literacy will be motivated more by growing negative consequences of global warming than by anticipating future consequences of climate change; and d) Th e “translation” of scientifi c fi ndings, data and insights about global warming and climate change for “ordinary” citizens is ineffi cient.

Klimatska pismenost: analiza osnovnih prepreka razvoju i širenju klimatske pismenosti