How can schools educate for change? From ecology to ecosophy

Abstract

Objectives In the past, 'nature took care of itself', as far as biological cycles were concerned, and therefore did not require man to take care of it. Today, however, nature has become vulnerable to the intrusive and powerful human species, which does not respect its rights. The aim of this work is to lead young people to the formation of an ecological awareness and a responsible and rational use of natural resources. It is important for schools to lead young people to develop a feeling of belonging to nature, defined by the philosopher Naess as 'ecosophy'. This involves eliminating the thought and feeling of a fundamental split between man and the environment: a fulfilled human maturity should lead to a high level of positive identification with living forms and thus entail a deep need to protect them and enjoy their presence. According to Naess, in order to build something truly new and shared, it is important for each person convinced of deep ecological ideas to develop his or her own ecosophy, i.e. "an individual code of values and worldview that guides a person's decisions". Material and methods The research is based on scientific textbooks and field research in schools. Results By training and raising the awareness of teaching staff, but also and above all of students, on environmental issues, starting from pre-school, an ecological awareness can be formed, a sine qua non of the concept of environmental sustainability. Conclusions It is a matter of joining efforts in a broad educational alliance to form mature people, capable of overcoming fragmentation and opposition and rebuilding the fabric of relationships for a more fraternal humanity. In a biocentric perspective, which assigns absolute primacy to life (bios), the intrinsic value we attribute to ourselves is attributed to all living forms.

Keywords

• environment
• change
• technology
• ecological awareness
• globalisation