I beni immateriali per l’ecologia integrale. Il contributo della pedagogia dell’ambiente

The essay explores the emblematic contribution of environmental pedagogy in the re-signification of the human-nature relationship, a challenge for a new educational planning of living that moves from the recognition of immaterial goods, such as living, oral, ritual, artistic and traditional expressions of community identities. The pedagogical perspective validates the community dimension of the territory as a “relational asset” from which a unitary and embodied “lived space” takes shape. This pedagogical approach marks an unprecedented way to prevent the dissipation of the identity of places by recognising their invisible roots in a formative key: “they teach that what is unseen supports, nourishes, sustains the visible”. In critically assuming the notion of sustainability, environmental pedagogy intersects the themeof the earth’s inheritance to teach a harmonious encounter between the environmental and\r\ncultural, material and immaterial heritages, re-weaving the threads that bind past, present and future generations as an educational tension to ecological awareness, premise and vehicle\r\nfor integral human development.