La sostenibilità come progetto di saggezza abitativa “in, con e per” l’ambiente

[Autom. eng. transl.] In the current socio-economic context, increasingly interdependent and vulnerable, characterized by precariousness and risks of various kinds, the perspective of sustainability crosses the local and the global, the individual and the community, current and future generations. Designing education for sustainable development, its effective success in the complexity of socio-economic processes, implies the definition of a clear institutional framework, calls into question human responsibility to generate and support people and communities, implies a fair aspiration to prosperity, "A development oriented towards the promotion of every man and the whole man" (Paul VI, 1967, n. 14). G. Flores d'Arcais noted in the sixties of the last century: "the theme of the environment, in its vast theoretical problems, in its didactic and methodological significance, in the fruitfulness of the relationships between different disciplines" must be considered pedagogically unitary. "It is not just about the place where education takes place [...] but rather about education as such" (Flores d'Arcais, 1962, p. 16). The environment shapes and shapes us, looks at us and asks us to be guarded and respected, to be responsibly safeguarded. Everyone has the educational task of learning every day to be a wise inhabitant of the planet.