The theme of environmental education, present in current political and cultural thinking, has distant and deep roots in the history of education and schooling. In addition to the contribution of the classics of pedagogical thought on the education-nature relationship, the early twentieth century saw the development of open-air schools, educational institutions aimed at a population of poor health, in which pedagogical innovations of outdoor education and outdoor learning, with a strongly interdisciplinary character, were initiated. Such experiences of open-air schools have been crucial as places of experimentation of long-lasting teaching practices throughout Italian school history, inherited and legitimized in elementary school curricula even after World War II, and increasingly declined in terms of environmental and sustainability education from the mid-1980s to the current regulations, embedded in an international framework that connects environmental knowledge and protection with global citizenship education.
Il tema dell’educazione ambientale, presente nella riflessione politica e culturale attuale, ha lontane e profonde radici nella storia dell’educazione e della scuola. Oltre al contributo dei classici del pensiero pedagogico sul rapporto educazione-natura, ai primi del Novecento si sono sviluppate le scuole all’aperto, istituzioni scolastiche rivolte ad un’utenza di salute cagionevole, nelle quali sono state avviate innovazioni pedagogiche di outdoor education ed outdoor learning, di carattere fortemente interdisciplinare. Tali esperienze di scuole all’aperto sono state cruciali poiché luoghi di sperimentazione di pratiche didattiche di lunga durata nel corso della storia scolastica italiana, ereditate e legittimate nei Programmi didattici della scuola elementare anche nel secondo dopoguerra, e sempre più declinate in termini di educazione all’ambiente e alla sostenibilità dalla metà degli anni Ottanta alle normative attuali, inserite in un quadro internazionale che connette la conoscenza e tutela dell’ambiente con l’educazione alla cittadinanza globale.
D'Ascenzo Mirella (2023). Educare all’ambiente e outdoor education nella scuola italiana tra passato e presente. Il contributo innovativo dell’esperienza storica delle scuole all’aperto. DIDATTICA DELLA STORIA, 5(1/S), 51-69 [10.6092/issn.2704-8217/18421].
Educare all’ambiente e outdoor education nella scuola italiana tra passato e presente. Il contributo innovativo dell’esperienza storica delle scuole all’aperto
D'Ascenzo Mirella
2023
Abstract
The theme of environmental education, present in current political and cultural thinking, has distant and deep roots in the history of education and schooling. In addition to the contribution of the classics of pedagogical thought on the education-nature relationship, the early twentieth century saw the development of open-air schools, educational institutions aimed at a population of poor health, in which pedagogical innovations of outdoor education and outdoor learning, with a strongly interdisciplinary character, were initiated. Such experiences of open-air schools have been crucial as places of experimentation of long-lasting teaching practices throughout Italian school history, inherited and legitimized in elementary school curricula even after World War II, and increasingly declined in terms of environmental and sustainability education from the mid-1980s to the current regulations, embedded in an international framework that connects environmental knowledge and protection with global citizenship education.File | Dimensione | Formato | |
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