In a general sense, environmental education can be understood as a process that leads toa better understanding of the relationship between man and the natural environment,and sustainability as the possibility for those who come after us to be able to do the samethings we can do today. Environmental education and sustainability as such implycollaboration between all social actors in the prevention and resolution of environmentalproblems. Direct contact with nature in education implies the assumption of a holisticapproach, which sees in the relationship between economics, politics, society and ecologya useful tool for educating the new generations, as already widely noted by prominentearly 20th century pedagogues such as Giuseppina Pizzigoni. Environmental educationis therefore a type of holistic and lifelong education, including education "about, for andthrough" the environment, the importance of which has grown over time, partly as resultof increasingly frequent environmental disasters. These have been followed by variousmeasures, such as the Tbilisi Declaration, the Declaration of the Rights of Nature, theBrundtland Report, the Kyoto Protocol, the Aahrrus Convention, Agenda 2021, Agenda2030 and so on, in which environmental education and sustainability have been stronglylinked to educational processes, so much so that, in Italy, they have been treated in aninterdisciplinary key and borrowed in the National Indications (MIUR, 2012) and theNational Indications and New Scenarios (MIUR, 2018), as well as in the 2014Environmental Education Guidelines for Sustainable Development. The contribution,starting from data considerations, focuses on the construction of attitudes, behavioursand conducts in school contexts related to care and protection, as well as environmental awareness, which are combined with those of protection and teaching capable of readingand preserving the environment from the perspective of sustainability.
Environmental education and sustainability: an analysis of the relationship between pedagogy and nature in national and international documents
Alessandra Natalini
2021-01-01
Abstract
In a general sense, environmental education can be understood as a process that leads toa better understanding of the relationship between man and the natural environment,and sustainability as the possibility for those who come after us to be able to do the samethings we can do today. Environmental education and sustainability as such implycollaboration between all social actors in the prevention and resolution of environmentalproblems. Direct contact with nature in education implies the assumption of a holisticapproach, which sees in the relationship between economics, politics, society and ecologya useful tool for educating the new generations, as already widely noted by prominentearly 20th century pedagogues such as Giuseppina Pizzigoni. Environmental educationis therefore a type of holistic and lifelong education, including education "about, for andthrough" the environment, the importance of which has grown over time, partly as resultof increasingly frequent environmental disasters. These have been followed by variousmeasures, such as the Tbilisi Declaration, the Declaration of the Rights of Nature, theBrundtland Report, the Kyoto Protocol, the Aahrrus Convention, Agenda 2021, Agenda2030 and so on, in which environmental education and sustainability have been stronglylinked to educational processes, so much so that, in Italy, they have been treated in aninterdisciplinary key and borrowed in the National Indications (MIUR, 2012) and theNational Indications and New Scenarios (MIUR, 2018), as well as in the 2014Environmental Education Guidelines for Sustainable Development. The contribution,starting from data considerations, focuses on the construction of attitudes, behavioursand conducts in school contexts related to care and protection, as well as environmental awareness, which are combined with those of protection and teaching capable of readingand preserving the environment from the perspective of sustainability.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
