Educazione all’Ambiente. Teorie, strumenti ed orientamenti didattici

EDUCATION ENVIRONMENT. THEORIES,TOOL AND TEACHING GUIDELINES This volume, in some ways could be view as a manual but it is understood from the index as it outlines a new interpretation to identify and highlight the potential of interdisciplinary environmental education as an instrument of cultural change for a sustainable future. The text presents a series of reflections on problems derived from the conflicting relationship between man and environment, literature produced in international and national policy environment and subsequently on the birth of a new environmental education with a more complex appearance due to the contribution of methodological approaches from related disciplines especially in the social sciences and not only view as naturalistic, and in particular geography. Not formal is also the approach that has guided the drafting of this text, born in the first instance as a collection of didactic and laboratory experiences, gained during the academic years during the lessons of environmental education as part of the Degree in Primary Education, which then after being collected needed a theoretical and methodological glue. An adhesive not only of a pedagogic matrix but built through a traditional epistemological paradigm common to all disciplines that deal with the dynamic relationship between man and environment understood as a system always in change and keeping in mind that the progress of knowledge is based on the relationship between subject and environment. The context, study, documentation and experiences presented in this volume highlight the importance of seeing environmental education, or better the education to environment, in a point of view of the complexity of this globalized world both in terms economic and socio-cultural. In this perspective, through the guidelines resulting from the international and national documentation, is needed the preparation of a new way of empirical research in environmental education, such as geo-pedagogical, theoretically based on the critical dialogue with various fields of knowledge: from the ecological to ethic, with an emphasis on environmental philosophy, from the socio-cultural to the political-economic.