Global Education Magazine: World Environmental Day
“How can we be so arrogant? The planet is, was, and always will be stronger than us. We can´t destroy it; if we overstep the mark, the planet will simply erase us from its surface and carry on existing. Why don´t they start talking about not letting the planet destroy us?”
The twenty century will not be easy for humanity. Speaking of sustainable development represents a radical humanist discourse and ethical worldview that conceives environmental question as an emergent element of The Limits to Growththat the Club of Rome would advocate in pioneer form since 1972. Speaking of sustainable development implies, indeed, renegotiate socioeconomic behavior and mankind status in the world through a transhumanist feeling and a cosmodern consciousness which allow us to identify environmental problems of the only legitimate “nation-state” of the human beings: planet Earth.
From this perspective of “Homeland-Earth”, and seeing the global warning provoked by the current levels of CO2 that supports our home, it is urgent to start a real axiological, political, educational, and epistemological revolution that aims to change the prevailing moral discourse and consumerist habits of the whole humanity, until today predatory and exploitative of the nature, for multiple possibilities of building a sustainable future horizon. Evidently, such a transcultural and transnational conception can only be achieved with the multidimensional understanding of the structure of the Reality, where all matter-energy converges in the space-time systemically interconnecting different eco-anthropological phenomena.
Environmental management and the challenge of achieving sustainable development is a global problem that requires looking at the political, economic, cultural, and educational phenomenas of the current paradigm, from a poly-logic phenomenology that perceive different levels of Reality which form the world and cosmos humanly known. The same way that own ontology structure nature in different levels of reality with different physical laws, human beings have different layers, levels and planes of epistemological perception which structure and concretize its historical complexity in the cosmological context. Therefore, the environmental problem involves the complex challenge of developing transdisciplinary knowledge to foster new transnational, transcultural, and transpolitical conceptions able to prevent future ecological disasters.
Thus, the Global Citizenship Education proposed by UNESCO for the post-2015 agenda will have to train people with the same philosophical conception of safeguarding humanity and the planet. To achieve these goals, GCE not only has to think about the future, but it will have to anticipate it training people which control better their own evolution. At the dawn of the third millennium, sustainable development should consider the needs of the human species in relation with the nature toward a new perspective emanating from own consciousness of the individual-society-species. The understanding of the human condition in the world requires a break with the positivism thinking of the nineteenth and twentieth centuries, which reduces and separates the subject from the object, and that confuses social development with economic growth.
Javier Collado Ruano, Director of Global Education Magazine
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