The environmental crisis has focused the attention of many disciplines on the question of the need for a structural change in production, consumption, transport, but above all in governance and education. Can education be the truly essential keystone for socializing (and therefore systematizing) the themes of the new ecology? To guide the transition towards new sustainable paradigms, the role of schools is of fundamental importance. The ecoliteracy approach has proved to be particularly successful which, starting from what already works adequately in the current educational context (such as the analytical-rational approach), proposes to move from an anthropocentric paradigm to an ecological model of historical understanding, applying educational methodologies that foresee the active participation of children. Nonentheless, most of the interventions and pedagogical theories are limited to childhood, with no real planning for the subsequent developmental stages. In fact, the sustainability of pro-environmental attitudes owes its strength to the integration of increasingly integrated and analytical knowledge, capable of grasping the complexity of systems and problems and stimulating more concrete responses. This complexity requires educational institutions to have an overall vision of the real skills needed, which embrace the versatility through which it is possible to know, understand and manage the ecological transition in a planning, political and entrepreneurial key. This paper proposes a set of valuable new skills to make the first steps to the education of the (near) future.
The first steps for the education of the future