Integral Ecology and Educational Policies: Axiological Convergences With SDG4

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).