Integral Ecology and Educational Policies: Axiological Convergences With SDG4

Integral Ecology and Educational Policies: Axiological Convergences With SDG4

Giovanni Patriarca (Pontifical Athenaeum Regina Apostolorum, Italy) and Diana M. Valentini (Marymount International, Italy)
DOI: 10.4018/978-1-5225-9562-5.ch004
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Education plays a major role in enabling us to become more active in the building of a better society, attacking the structural causes of inequality that creates an inhuman culture of waste and—from an ecological point of view—generates a unacceptable negligence with the care of our common home, causing environmental degradation and other disastrous consequences. This chapter explores integral ecology and education policies through axiological convergences with SDG4.
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Integral Ecology And Educational Policies

These aforementioned premises open the doors to an educational approach that has its roots in an integral vision of the person. In this way, the educating community does not fall into the trap of exclusivity but overcomes obstacles and goes beyond the walls of the class and integrates itself into society. A partial education – purely based only on technocratic skills – would be the cause of further fragmentation and confusion since it would educate one aspect of the person, sacrificing a more holistic development of the students. On the contrary, an all-encompassing pedagogy is based on life skills education that is – simultaneously – “personal, social, interpersonal, cognitive, affective, universal” (World Health Organization, 1999, p. 3).

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