The ecological transition is an ambitious scenario and a stimulus for post-pandemic recovery and resilience. It must be inclusive and will require the collaboration of each and every one to produce substantial changes. This multiple transformative process can be supported by an integral ecological consciousness and by the pedagogical reflection, which is challenged to interpret ambiguities and reductionisms of it, to guide the trust of the many towards the authentic common good. Ecological transition can be a sustainable development, a fraternity aspiration, an educational opportunity. Humanity is faced with multiple threats including ecological crisis, global warming, inaccessibility to essential ecosystem services, global health insecurity, spread of injustice and poverty. In the context, lifelong education must trigger processes that promote human development, social transformation and in so doing generating learning for the good life. “To realize” an authentic life both in personal and within communities, it’s essential to re-establish the connection between the sustainable development, the underlying anthropological paradigm and everyday habits. In the material culture, where choices both individual and collectives need to be made from food to mobility, from energy to living and from consumption to work, a learning anchored in values as well as technical aspects for a human and fraternal green future is required.

La transizione ecologica, scenario ambizioso e leva progettuale per la ripresa e la resilienza post-pandemica, può essere sostenuta da una coscienza ecologica integrale, che deve farsi inclusiva, poiché cambiamenti sostanziali richiederanno la collaborazione di tutti e ciascuno. La riflessione pedagogica è interpellata da questo processo trasformativo molteplice, perché sappia interpretarne le ambiguità e i riduzionismi, orientando la fiducia dei molti verso forme di vero bene comune. Transizione ecologica come sviluppo, fraternità, possibilità educativa. Dinnanzi alla crisi ecologica e alla minaccia del global warming, dell’inaccessibilità ai servizi ecosistemici essenziali, dell’insicurezza sanitaria, dell’ingiustizia e della povertà, l’educazione lungo tutto l’arco della vita deve ambire ad innescare processi di crescita umana e di trasformazione sociale in grado di generare apprendimenti per la vita buona. Riallacciando la stretta connessione che esiste tra la sostenibilità dello sviluppo, il paradigma antropologico soggiacente e gli habitus nel quotidiano, “realizzare” la vita personale e comunitaria oggi implica imparare ad ancorare la cultura materiale delle scelte individuali e collettive – dal cibo alla mobilità, dall’energia all’abitare, dal consumo al lavoro – ad aspetti valoriali oltre che tecnici, per un futuro green più umano e fraterno.

Sandrini, S., Transizione ecologica. Opportunità educativa di crescita umana e sociale, <<PEDAGOGIA E VITA>>, 2022; 80 (1): 161-171 [http://hdl.handle.net/10807/211383]

Transizione ecologica. Opportunità educativa di crescita umana e sociale

Sandrini, Simona
2022

Abstract

The ecological transition is an ambitious scenario and a stimulus for post-pandemic recovery and resilience. It must be inclusive and will require the collaboration of each and every one to produce substantial changes. This multiple transformative process can be supported by an integral ecological consciousness and by the pedagogical reflection, which is challenged to interpret ambiguities and reductionisms of it, to guide the trust of the many towards the authentic common good. Ecological transition can be a sustainable development, a fraternity aspiration, an educational opportunity. Humanity is faced with multiple threats including ecological crisis, global warming, inaccessibility to essential ecosystem services, global health insecurity, spread of injustice and poverty. In the context, lifelong education must trigger processes that promote human development, social transformation and in so doing generating learning for the good life. “To realize” an authentic life both in personal and within communities, it’s essential to re-establish the connection between the sustainable development, the underlying anthropological paradigm and everyday habits. In the material culture, where choices both individual and collectives need to be made from food to mobility, from energy to living and from consumption to work, a learning anchored in values as well as technical aspects for a human and fraternal green future is required.
2022
Italiano
Sandrini, S., Transizione ecologica. Opportunità educativa di crescita umana e sociale, <<PEDAGOGIA E VITA>>, 2022; 80 (1): 161-171 [http://hdl.handle.net/10807/211383]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/211383
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