University of South Florida (USF) M3 Publishing
Abstract
Since the 1970s, the issue of environmental education has assumed relevance in the context of a theory of training towards new forms of sustainability education. Literary ecology, a discipline born from the contamination of ecology and literature, proposes itself as a critical response to environmental distress, enhancing the implicit dialogue and interconnections between the text and the circumstances of the environment. The literary heritage constitutes a precious resource for promoting, in educational contexts from early childhood, dimensions that range from the cognitive to the emotional and for activating sustainable processes, through ecological paths that develop a civic conscience, capable of taking care of the beauties that Nature offers. It is necessary that educational professionals lead students, citizens of tomorrow, in the acquisition of emotional stability through the creation of a dimension, which allows an approach to ecological education in a creative way towards the creation of dynamic paths that combine ethical principles and cognitive development. Here we propose the results of projects carried out within the University of Catania, as part of the Green Education lab, a space for research and experimentation which aims to develop and direct models and practices of education for the promotion of a culture of sustainability. The recipients of these courses were university students and teachers of nursery, primary and secondary schools, who had the opportunity to explore the practice of narration as a pedagogical device, through the observation of texts belonging to different literary genres: fairy tales, poems, illustrated books and silent books; and to develop narrative skills in order to promote the objectives of the 2030 Agenda and ecological training for the diffusion of educational models capable of regenerating learning processes.
DOI
https://www.doi.org/10.5038/9781955833127
Recommended Citation
Trovato, C. (2024). Training in ecological thinking: Narrative practices for educational professional. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–12). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127
Creative Commons License
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