HUMANITIES AND ENVIRONMENTAL DIMENSION IN THE THEORETICAL STARTING POINTS OF EDUCATION FOR THE SUSTAINABLE SOCIETY
Abstract
Materialistic society and current politics have led to a serious problem called the "ecological crisis". The analysis of the problems of globalization, individualism and lifestyle lead to a different view of cultural, historical and political circumstances, as well as the pedagogy itself. Following contemporary trends in the distribution of knowledge, pedagogy itself establishes tighter links and relations with ecology, in the spirit of holistic understanding of the World. Based on these interactions and comprehensive interpretation of pedagogical discourse both in ecology and ecological discourse that occurs in pedagogy, the concept of eco-pedagogy has emerged. Eco-pedagogy grows on environmental education that aims to develop environmental awareness in individuals, enable an insight into the initial state, and provide a perspective and strategy for the future generations who will have their stronghold in the sustainable society. The greatest influence on the formation of education for the sustainable society has the theoretical basis on which it has been developed . This paper presents the starting points that mostly contribute to ecological awareness, such as: Ecological Ethics, Social Ecology, Social Constructivism and Brofenbrener's Ecological Theory. These are possible starting points for the design of the curriculum for the sustainable society, which focus on the change in value orientation. We can conclude that if the basis of the educational process is development and the transfer of value matrices, which are based on encouraging emotional and social experiences, ecological education for a sustainable society should rely on the settings of Bronfenbrener's environmental theories, finding its socioconstructive postulates that offer the basis for the complementarity of the diversity entities.
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