Carmelo Marcén Albero
Eco-social researcher and collaborator with Fundación Alternativas
We are increasingly aware that we live in a world of uncertainties. Problematic events, of varying magnitude, occur with an unknown frequency. We live under the permanent threat of the climate crisis, everywhere on the planet, which has far-reaching repercussions. We still have the mistaken perception that any event can be mastered with advanced technology. We know that what we used to call nature, as a virgin territory regulated by its own rhythms, hardly exists. At the same time, the ecological vision of life is becoming more present. We are beginning to sense that it is the only remedy to lessen the effects of our actions; to adapt to the new variables that accentuate our vulnerability as a human whole, made up of very different parts with different interests. This is probably due to the fact that laudable intentions such as the SDGs (Sustainable Development Goals), set to be achieved by 2030 worldwide, are not progressing as planned. A collective hypothesis in which the participants were to reach the goal together, having started from very different positions.
Gradually, an eco-social perspective on life is being considered – not imposed because individualism will always be an emotional factor. Individuality is no longer a positive distinguishing feature. Nor is the belief that the human species has the planet at its service, ready to withstand any aggression. Moreover, the oft-heard proclamation of saving the planet is not adequate. In reality, we seek to defend ourselves from our own actions, and thus put the planet at less risk; in other words, we would be better able to carry out the transition of collective life.
It is these hallmarks that strengthen the GreenComp purpose, the European framework of competences on sustainability. The need now demands – even more than 50 years ago – a shared idea of sustainability, not just a mere hypothesis. GreenComp calls it ‘operational sustainability’ and gives guidelines: it means prioritising the needs of all forms of life and the planet, ensuring that human activity does not exceed planetary limits. Sustainability is a medium/long-term goal. If this were the case, education would be imbued with such a mission and would feel competent to address the issue.
To achieve this, we propose the strategic approach developed by the Joint Research Centre (JRC) for the EU. It is a very comprehensive initiative (its website presents principles, suggestions for school debate, actions developed in schools, interactions of the action groups). It defines itself as ‘responding to the growing need for people to improve and develop the knowledge, skills and attitudes to live, work and act in a sustainable way’. It is not just four stanzas of sustainability; it is a progressive educational intention, which needs time to be developed and actors to join in.
Sustainability is cultivated emotionally, which is why it is so important to consider it as a personal and collective value. Pupils in compulsory education form an ideal group to explore and foster these dimensions. Part of their arguments are shared by schools in Spain that are trying to provide transformative education. But not only: it is feasible in non-formal education. Learning for socio-environmental sustainability aims to foster a commensurate mindset from childhood to adulthood, accompanied by the vision/belief that human beings are part of nature and depend on it.
This transition to sustainability will be weak if it is not understood as a personal and societal competence. GreenComp says: ‘A sustainability competence enables societies to represent sustainability values on a daily basis, to be competent to understand, embrace and use them for their ecosocial transition’. If we had to select a few distinctive features of the educational hypothesis, we would choose that it introduces limits to growth, invites critical reflection on the contents that are taught and should be learned, understands sustainability as an educational axis (with sustainability values based on its appreciation and convergence towards equanimity), assumes the complexity of sustainability understood by competences towards systemic and critical thinking around the contextualisation of problems, and engages in envisioning possible futures with exploratory thinking and competence in adaptability. Finally, it urges to conduct oneself with increasing competence towards sustainability (political, collective and individual actions).
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