Pedagogìa, ambiente y sostenibilidad

[Autom. eng. transl.] Educating to inhabit the Earth, the common home of humanity, to take care of it and appreciate its resources, represents a crucial issue today. This volume aims to consider the ecological-environmental crisis, the center of global public opinion concerns, as a global educational challenge that pedagogical knowledge cannot avoid. Its elaboration, with a critical stance towards the "omnipotence" recognized in the technique, arises from the "intangible" resources of training to rediscover the natural world as an interlocutor and partner in the field of educational planning. The transition to a circular economy, focused on reuse and recycling, established in the Europe 2020 strategic plan for smart, sustainable and inclusive growth, urges pedagogy to promote a systemic culture of the environment, as a whole of the relationships we have with the world. Starting with the recognition of the theoretical-pedagogical importance of the notion of environment, it is inevitable to demonstrate its lexical and semantic ambiguity. Critical reflection on training practices cannot ignore the peculiarities of the context and the consideration of the relationship between person and nature, with reference to the ethical-educational dimension. The environment is the matrix of human civilization, the "umbilical cord" that unites us to the earth; It is not a mere "recipient" or a framework of educational experience, and not even a simple sum of elements. It is a complex system of material and immaterial relationships, it is the totality that surrounds us and at the same time includes each of us. In the field of contemporary thinking, almost all authors who have reflected on education have recognized the importance of the relationship with nature and the socio-cultural environment.