{"id":71509,"date":"2024-01-31T22:23:50","date_gmt":"2024-02-01T03:23:50","guid":{"rendered":"https:\/\/world.edu\/?p=71509"},"modified":"2024-01-31T22:23:50","modified_gmt":"2024-02-01T03:23:50","slug":"with-ecopedagogy-rethinking-education-for-sustainable-development","status":"publish","type":"post","link":"https:\/\/world.edu\/with-ecopedagogy-rethinking-education-for-sustainable-development\/","title":{"rendered":"With ecopedagogy, rethinking education for sustainable development"},"content":{"rendered":"

\"\"<\/span><\/a><\/p>\n

Education for sustainable development<\/span><\/a>\u00a0is attracting more and more attention and has found a place in school programs.\u00a0It often focuses on individual responsibilities, encouraging young people to change attitudes and behavior, in particular through eco-friendly actions \u2013 sorting waste, for example in the canteen.<\/span><\/p>\n

With such an approach, as observed by Angela Barthes and Yves Alpe, professors of educational sciences, \u201cthe\u00a0<\/span>question of the responsibility of production systems in environmental damage<\/span><\/a>\u00a0is little addressed\u201d even though it is decisive. if we want to change the situation on a large scale.<\/span><\/p>\n

At the border between philosophy, social sciences and didactics, a field of research is developing to allow everyone to better understand all issues\u00a0<\/span>relating to the environment<\/span><\/a>\u00a0, particularly questions of social justice.\u00a0Let us focus on one of its currents, eco-pedagogy, which offers another approach to citizens.<\/span><\/p>\n

Ecopedagogy, from Latin America to the United States<\/strong><\/h4>\n

Ecopedagogy<\/a>\u00a0is a current of educational research that appeared in Latin America in the second half of the 1990s,\u00a0first in Costa Rica, with Cruz Prado and Fernando Gutierrez<\/a>\u00a0, then in Brazil with Moacir Gadotti of the Paulo Institute. Freire.\u00a0The\u00a0Charter of Ecopedagogy<\/a>\u00a0, in 1999, highlights the need to develop a planetary awareness that is the only way to be able to take ecological challenges into account.<\/p>\n

Ecopedagogy is a continuation of the work of Brazilian educator\u00a0Paulo Freire<\/a>\u00a0, which it intends to complete by integrating the environmental dimension.\u00a0Paulo Freire, particularly in his work\u00a0Pedagogy of the Oppressed<\/em><\/a>\u00a0, put forward the idea that education should foster critical social consciousness.\u00a0This is what he calls consciousness-raising, aimed at raising awareness of social injustices.\u00a0This gave rise to the development of critical pedagogies.<\/p>\n

However, both in Latin America and in the United States, social movements have emerged that have linked environmental issues and social issues.\u00a0The economist\u00a0Joan Martinez Alier<\/a>\u00a0spoke for Latin America about the ecology of the poor.\u00a0In the United States, it was the\u00a0environmental justice<\/a>\u00a0movement that highlighted the links between social inequalities and environmental harm.<\/p>\n

Articulating anthropocentric ecology and non-anthropocentric ecology<\/strong><\/h4>\n

Eco-pedagogy researcher\u00a0Greg Misiaszek<\/a>\u00a0has developed a philosophy of eco-pedagogy education where he establishes a conceptual distinction between the world and the planet.<\/p>\n