Rethinking “educational landscapes”: the contribution of environmental pedagogy to sustainable education in schools

Abstract

In light of the provisions set out in the recent National Guidelines, there is a need for pedagogical reflection on education for sustainability as a capacity for inhabiting the world and learning. Sustainable educational planning provides an opportunity to restore the centrality of the experiential and personal dimension of education. Through direct contact with the environment, especially at school, environmental pedagogy reflects on the possibility of promoting authentic, transformative and contextualised educational processes. the teacher takes on the role of cultural-environmental mediator and “co-explorer” of educational landscapes, rather than merely transmitting and assessing knowledge, countering the reduction of education to a process of training and detection of rigidly measurable skills, rethinking the relationship between oneself, school and the world.