OVERVIEW

The paradigm of sustainability becomes increasingly essential in defining human behavior towards nature and its resources. Through the examination of some of the key themes in the field, the course aims to introduce students to the transformations that formal education must meet when it accepts this paradigm as a reference for the training of future citizens, with particular reference to the kindergarten and primary school.

AIMS AND CONTENT

LEARNING OUTCOMES

The understanding of the concept of sustainability and of the implications it entails, both at a personal level and at community and education system levels, is a primary objective for establishing a correct relationship between man and nature and for effective planning of the education of future citizens. The definition of the contents of this concept can be more easy investigating some central issues which promote the construction or reinforcement of awareness and critical thinking even in people who do not have extensive skills in science. The students could come to the definition of ‘sustainable education’ that directly involves the education system

AIMS AND LEARNING OUTCOMES

In particular, it will define the concept of sustainability and "sustainable development", considering three of the problematic situations with the greatest impact on everyday life. The analysis of the implications that the adoption of the Sustainability Perspective entails in such contexts will allow to develop the awareness about the behavioral change that every subject has to put in place to address the increasing environmental problems and to define how school can contribute to set up these skills.

TEACHING METHODS

The adoption of the constructivist paradigm as a reference for teaching involves active participation of students in classes, which will be marked as possible to discussion and group work.

The teacher undertakes to upload a reasoned summary of the classroom discussion contents in aulaweb; for their part, participants are encouraged to upload, in the appropriate forum connected to each lesson, their comments, concerns, insights, invitations to discussion and any other material which they consider appropriate for the common work.

Non-attending students must report to the teacher (by mail) their inability to attend. These students are required to follow the course development through materials uploaded to aulaweb and any texts indicated; it is also mandatory that they upload their own reflections, doubts, opinions and suggestions to the contents discussed in the classroom at the forum devoted to each lesson in aulaweb, so that they can feel part of the common work.

SYLLABUS/CONTENT

The teaching method adopted for the course (which directly points to the constructivist paradigm and is based on the social culture of learning and on group work) does not allow to define in advance and accurately a program. The issues of ecological footprint, water footprint and climate changes will be examined to share the mental representations of the participants. Examples coming from reality (territorial, national or planetary) will be useful in building a shared knowledge base and in defining the essential transition from ‘education to sustainability' to ‘sustainable education', a context in which the school becomes the primary actor of paradigm shift in the behaviors of the community.

RECOMMENDED READING/BIBLIOGRAPHY

Reference text:
S. Sterlig, "Sustainable Education", Anima Mundi Editrice, Cesena, 2006 - ISBN 88-86627-27-0
Other study materials or bibliography will be made available on AulaWeb

Additional texts are not required for non-attending students.

TEACHERS AND EXAM BOARD

Exam Board

CRISTIANO ANGELINI (President)

SERENA CLARA RECAGNO (President)

LESSONS

LESSONS START

Lessons will start on 26th february 2019.

Class schedule

FUNDAMENTALS OF LIFE SCIENCES

EXAMS

EXAM DESCRIPTION

The exam will be oral.

The discussion will be based on the educational project defined by each student and related to what will be developed during the course.

ASSESSMENT METHODS

In coherence with the didactic choices made for the course, the evaluation methods will be discussed and defined with the students during the lessons.

The examination will, however, seek to ascertain:

KNOWLEDGE AND UNDERSTANDIG: given the interdisciplinary nature of sustainable education, that involves to match scientific knowledge to which the undergraduate students do not have specific training, will be evaluated the basic knowledge developed, which will support the future teaching profession in kindergaten and primary schools.

CAPACITY TO APPLY KNOWLEDGE AND UNDERSTANDING: the ability to put into play and share personal culture to address the complex and uncertain issues of everyday life will be evaluated.

JUDGMENT AUTONOMY: the skills mobilized by the course will allow participants to highlight their critical attitude to addres the understanding of what happens in reality, either personally or with their future students, and to design training programs to explore proposals for solutions to the problems.

COMMUNICATION SKILLS: a highly participatory evaluation mode (essential given the educational choices made for the course) will highlight the participants' expression and communication skills both towards future students and to a general audience.

LEARNING CAPACITIES: the development of appropriate learning capacities will allow students to deepen the main issues of sustainability independently, especially in the contexts in which they will be operating.

Exam schedule