SUMMARYMan and territory: relationship that is constantly evolving The dualism between man and nature always stood in the centre of many philosophical, geographical, sociological and psychological studies.Throughout history, different ways of thinking followed one another and each of them highlighted a particular aspect of the relationship between man and nature.Man is plunged in a landscape featuring natural elements and not, that affect his way of being and the relationship with his surroundings.In the relationship between man and his surrounding, it is necessary to state that the objective is the development of a system that makes every choice of planning full of those values of territorial planning, necessary to make viable the protection of the environment and the landscape: we must start the assumption that the whole territory, for the history that characterized it, for the scenic and cultural values, for the collective memory that powers it, for his own recognition, should be considered, in the first instance, a good environment to be protected, especially in relationships between objects and phenomena linked by functional mutual relationships.So, we can say that, where the physical elements of the territory offer reference points for the collectivity, such elements should be considered "environmental values" and their interrelationships can be a "common good" to be protected. The territory belongs to us, it is part of our inner world, a reference point and a good never forgotten, that feeds the essence of memory.it is land, it is home, it is life, it is the man of today, but also that of yesterday that recognizes himself in the bond he has with his land. It is necessary to find the right balance in order to mantain the witness of his own memory, but at the same time the ability to design a future compatible with the preservation of our planet.
SUMMARYThe geographical knowledge and the educational-didactic theories for the teaching of geography.In ancient times, the geographical knowledge was mainly focused on the the Earth dimension, primarily seen as a celestial body and connected to the cartographical activity. In the Renaissance, the cultural renewal had some effects also on the educational field, humanists considered the man at the beginning of a new era.The great geographical discoveries opened new horizons to the knowledge of the world and towards different educational applications. Michel Eyquem de Montaigne maintained that, the teaching of geography had to be based on the direct observation by connecting geography to history.The philosopher John Locke saw in geography a particularly fruitful discipline for the development of the spirit of observation, because, through scientific walks, tours and trips, the student could be able to have direct knowledge of things.In the 700 it developed the Enlightenment, inspired by the rational principles; Jean -Jacques Rousseau in his work, "Emilio", highlighted the great strength and the educational value of the environment, he insisted that ,during the transition from childhood to adolescence , the boy's curiosity about the world develops, for this reason geography becomes an important supporter for the study of sciences.After the second half of the nineteenth century, naturalism and positivism arouse, in this period the discipline of geography was also introduced in the Italian universities and a positive impulse for teaching geography in elementary school was given by Philip Porena, who proposed a new methodology based on the use of different methods: objective method (images); natural method; local geography and also reading and drawing of maps. The use of the drawings became an important methodology in all the sciences but, especially, in geography.
The rural landscape of inner Sicily has peculiar characteristics, deeply different from the ones of coastal Sicily, marked by the presence of citrus orchards, vineyards, and greenhouses. Inner Sicily was traditionally dominated by cereal latifundia. With low level cities (the main ones are all concentrated along the coasts), in the past a central role in the agrarian economy of this inland region was played by rural farms, called “masserie”. In the second half of the 20th century, the national agrarian reform opened the doors to profound changes. The inland areas were suddenly abandoned, while many coastal centres reported a significant population growth. The rural farms of inner Sicily were abandoned and bound to decay. In the last years, some of these “masserie” have been restored. They are of course an important resource that has to be exploited to generate richness. The chapter presents the experience of the territory of Aidone, rich in farms and resources.
The quality of education is a political priority. The European Union contributes through the principle of subsidiarity. In the Finnish and Italian education systems, assessment becomes fundamental and is closely connected to qualitative organization and to the objective of providing reliable information to plan effective policies with an increase in learning outcomes at various levels (i.e., local, regional, and national). This research explores the Italian and Finnish education systems to outline how they facilitate creating schooling systems that follow the objectives set by Agenda 2030 and are increasingly aimed at sustainability, an essential element in the relationship between humans and the environment. This study was enriched by new ideas and further research perspectives through field experience from a methodological point of view, starting from the international debate linked to the issue of sustainability and examining the OECD survey (PISA, in which European countries took part, specifically the experience of job shadowing in the city of Oulu). This investigation has highlighted the actions carried out in the Finnish educational path with the aim of tracing a “sustainable path” as an international model to follow.
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