Editorial

Abstract

Environmental issues represent nowadays a topic of public expectations a “place” for decision-making, in which citizens feel a strong need for perceiving themselves as an integral part of an active and meaningful body.
The question of an education for social sustainability for legality requires urgent
actions, first of all on the field of phenomenon of child violence. In the last decades the socio-economical and cultural transformations have determined the need to act in different fields such as repression, rehabilitation and prevention. Our maximum effort should be addressed to understand phenomenon of “social risk” and the causes that generated it in order to plan targeted actions and focused interventions that are able to identify “risk indicators” already starting from the second childhood.
Actions and behaviour styles which are mutually beneficial for both the environment and human communities should be the result of a new relationship between culture and politics, economics and pedagogy.
The ecological crisis shows the urgency of a solidarity which embraces time and space. Understanding the complexity of the systems that make up our planet urges respect and care for creation. It is up to everyone to identify and recognize the signs of degradation and violence against people and the environment, evaluate the constraints of interdependence between local and global processes considering the challenges of migrations, climate change, the impact of agricultural and industrial activities, in order to generate a culture of peace and hope for the societies and all their components.
Pedagogy suggests a critical perspective on educational experience. As it is a practical science, its empirical and eidetic research horizons deal with the ethical-educational aspects which are typical of the interpretation and design processes of pedagogical knowledge.