This contribution explores the urgent need for a pedagogical rethink based on an ecological and inclusive perspective, capable of restoring education's generative and transformative function. The analysis intertwines three strands: the ecology of emotions and knowledge, narrative warm-ups in nature as a biophilic device for cognitive-emotional activation, and outdoor education as a holistic paradigm promoting wellbeing, ecological citizenship and the appreciation of differences. From these trajectories emerges a training model that takes complexity as its epistemological key and care as its ethical-political principle, outlining a school capable of regenerating itself as a democratic and sustainable educational community.
WELL-BEING, DIVERSITY AND SUSTAINABILITY: PEDAGOGICAL PARADIGMS FOR TRANSFORMATIVE EDUCATION
Giuseppe Liverano
2025-01-01
Abstract
This contribution explores the urgent need for a pedagogical rethink based on an ecological and inclusive perspective, capable of restoring education's generative and transformative function. The analysis intertwines three strands: the ecology of emotions and knowledge, narrative warm-ups in nature as a biophilic device for cognitive-emotional activation, and outdoor education as a holistic paradigm promoting wellbeing, ecological citizenship and the appreciation of differences. From these trajectories emerges a training model that takes complexity as its epistemological key and care as its ethical-political principle, outlining a school capable of regenerating itself as a democratic and sustainable educational community.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
