Observation, discernment and action in an ecopedagogy for the Anthropocene

Abstract

Ecopedagogy seeks to go beyond a purely environmental science education with the aim of proposing essential educational changes affecting lifestyles and the relationship with the Earth, with life, and with others, especially including the most disadvantaged. Accordingly, ecopedagogy is a radical pedagogy because it goes to the root of problems. It represents a challenge to provide an education that responds better to the serious issues arising from the present situation of climate change and of discrimination in access to natural resources. This is a problematic situation that affects the rights of future generations. This article aims to clarify concepts, to prioritise goals and to contribute to defining the necessary skills. In particular, it aims to establish the change of attitudes required to raise awareness with respect to achieving a culture centred on the Earth, life and others as part of a planetary citizenship that has become essential in the times in which we are living – the Anthropocene or Human Age.

This paper also seeks to present a model that embraces the observation of the situation and the discernment of its severity, together with what is to be done in education to reverse pernicious effects and to approach sustainability, taking up the major challenges. This model includes a series of didactic experiences for ecopedagogical action.