Society is facing two crises: the pandemic and climate change. These have highlighted how man is a part of a system: "Without a you, the I is empty. Without a we, the you dries up." (Lingiardi, 2021, p.18). In that "we" is included the entire environment, by virtue of the "absolute interdependence [...] of two biologically connected systems" (Clement,2015,p.65). Thus, there is a need to develop "global competence", characterised by the ability to understand the perspectives of others, interact by demonstrating openness to others and act for the collective good. This competence is fundamental to achieving sustainable development. Decisive contributors to global competence and sustainability are geography, a "bridging" discipline and "science of complexity that educates to consider the world through its systems and to position its citizens as responsible subjects" (Giorda,2018,p.51) and the "reasoning" it develops: the geographical reasoning. What are the peculiarities of this forma mentis and how teachers support its development for a sustainable human development?
Programme
The aim of this e-poster is to present the concept of "Geography of Third Landscapes" which, feeding on the considerations on "Third educational landscapes" (Rocca,2021), aims to promote reflections on the undecided fragments of the “Scholastic Planetary Garden”, unstructured but the result of reflections. These fragments develop the ability to observe, to meet oneself and others, to coexist with diversity and uncertainty, skills at the basis of divergent thinking, by its nature critical, a central component of the geographical forma mentis. A geography that therefore, thanks to the involvement of those who experience it, fosters attachment to places and a sense of care towards otherness, in the awareness that this makes Planetary Gardeners responsible for the Planetary Garden. It is in the encounter that we become aware that, as the title of Pejrone's book says, "In the garden you are never alone"
Keywords: Geography of Third Landscapes|Third educational landscapes|Geographical reasoning|Human development
A103448GB