Environmental education at the limits, or the civic and pedagogical need for responses to a civilization that collapses
DOI:
https://doi.org/10.7179/PSRI_2020.36.01Keywords:
Environmental Education, Sustainable Development, Climate change, Social PedagogyAbstract
Environmental Education is at a crossroads: the one that determines the climatic emergency as the most urgent evidence, but not the only one, that human civilization is impacting against the biophysical limits of the planet, increasing suffering and threatening its own existence. It is worth asking whether the 2030 Agenda and its Sustainable Development Goals will be able to change this trajectory and modify the direct relationship that continues to be established between growth, social well-being and environmental sustainability.
The worldwide state of alarm and exception generated by COVID-19 has broken into this scenario, showing the structural fragility of global market capitalism, in at least two circumstances: on the one hand, the one that reveals its inability to safeguard human life; on the other, the one that cruelly remembers that human beings are, like all the species that inhabit the Earth, inevitably eco-dependent.
At this juncture we ask ourselves what Environmental Education is necessary, desirable and possible, realizing that nothing - neither biologically nor socially - protects us from collapse. Without falling into unease, vindicating its political, pedagogical and social nature, we will emphasize its daily contributions to an alternative globalization. The aspiration, today as yesterday, does not reside in adjectivizing an education but in transforming all educations and not only those that refer to "caring for the environment".
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