“Education for sustainable development raises the question of the choice we have to make of a French school for the 21st century”
[ad_1]
HASwhen Emmanuel Macron announced, on April 16, in Marseilles that his five-year term “will be ecological or will not be”displaying the project of “to make France a great ecological nation”, we, citizens committed to achieving the Sustainable Development Goals (SDGs) [adoptés en 2015 par les Nations unies]we subscribe to this project and particularly wish to draw the Head of State’s attention to the educational tool.
The “ecological nation” has as essential prerequisites a nation-school and an ecological school.
What follows is the subject of a first collective process of reflection by actors in education for sustainable development and ecological transition. And we know the interest of Emmanuel Macron for the school, who has just given a new testimony in Sorbonne in front of the rectorsshortly before the start of the school year [le 25 août].
We are convinced of the need to consider education in the unprecedented challenges facing mankind as a real priority within public administrations which transmit knowledge, in secondary education as well as higher and professional education, as part of initial training and keep on going.
Obeying a logic of transversality of knowledge and pedagogical continuity, education in the processes of nature, in the living and in a desirable development, the basis of which is first of all scientific, brings methods of thought, choices of values and bears factors of confidence and well-being, in particular through elements of response that everyone needs to walk freely in all dimensions of their life, personal, family, professional, citizen, activist…
The “ecological nation” has as essential prerequisites a nation-school and an ecological school
They arouse, for the youngest, curiosity and the desire to learn by touching on the complexity of interactions within nature and living things, as well as the resources offered by technical inventiveness.
Multiple issues must be studied during the school career from different angles, adapted to the students’ ability to understand. It is also a motivating factor for teachers, whom it is difficult to recruit, train and motivate, as long as their freedom of innovation is guaranteed and supported.
The entries are not lacking: what is the singularity of the challenges of our time, its nature, its intensity, its variability and its possible consequences? What does science tell us? What is biodiversity ? Why is its erosion worrying? What are the links between climate and biodiversity? What does the term “planetary boundaries” mean? What are the risk assessment tools, what parameters and what resources to design what solutions for individual and collective life?
You have 57.95% of this article left to read. The following is for subscribers only.
[ad_2]
Source link
