Propuesta de un marco educativo para una sociedad sostenible

Abstract

Society has long been tracing a path that it is incompatible with the preservation of healthy natural ecosystems. This behavior is characterized by an anthropocentric view of our place in the biosphere, that it is implicit in the very definition of the sustainability concept. In addition, a consumerist social paradigm deepens in our unsustainable behavior. In order to take the sustainability path it would be necessary to act upon both attributes of our society, favoring an ecocentric view of our place in the biosphere and taking over the consumerist paradigm shift. In this article it is proposed that those changes are only possible through education, and its aim is to endorse people with the skills, attitudes and values necessary to identify the societal problems as self problems and undertake the necessary transformations. To achieve this, it is proposed an educational framework, constituted by axioms that are implemented under an epistemological and ethical umbrella, that promotes the design of the necessary educational actions. The axioms have been designed with the intention of awakening students' environmental awareness, their social participation, gender cooperation and the rational use of technology. In this process it is proposed the functional logic of complex systems as the basis of an epistemology that will contribute to knowledge acquisition. This will lead to a deep learning, in opposition to a surface learning characteristic of today’s education, and to a correct interpretation of the designed educational experiences. Finally, it would be necessary to accept a non-discriminating humanitarianism ethic that will assign intrinsic values to the natural environment. This axiomatic, epistemological and ethical system will generate educational experiences leading to a transforming deep learning, and compatible with a sustainable view of society.