Sensitivity and Consciousness: Indispensable Components in Environmental Education and Training

Abstract

Educating environmentally implies a training process that transcends training in biological content as a unique strategy. From this perspective, it is necessary to review two of the dimensions that best explain the reflexive and critical requirements that are demanded within this education: sensitization and the acquisition of consciousness. Based on this, both concepts are examined with the aim of highlighting their foundations, scope and limitations, from the theories that provide the most evidence of it. It is appreciated that both components are closely associated in their genesis and consequences, where introjection plays a relevant role at the moment of understanding and explaining environmental attitudes and behaviors. It is concluded that while some maintain that consciousness is a physical problem, others affirm that it is metaphysical. A separate group prefers centrality. Of course, the greatest implications are found in their differentiated value systems, their conception of reality and the way in which human beings face their existence, from which they define the significant richness of life. Hence its relevance within environmental education and sustainability.