----------> FRANCAIS (MESSAGE ORIGINAL - translation follows)
* Titre * Sur les liens entre Education a la citoyennete, au developpement, a
la sante, a l'environnement.
* Auteur * Jean Michel Lex
°°° Resume °°°
Le concept de citoyennete : JM Lex renforce le point de vue de Yolanda.
Un besoin urgent : le rapprochement et le decloisonnement entre l'education a
la citoyennete, l'education au developpement, l'education a la sante et
l'education a l'environnement.
_______________
** Texte original **
Forum Environnement-Education,3eme intervention
Jean-Michel Lex, Belgique.
* Reaction (et reponse) a 1ere intervention de Yolanda Ziaka *
(Autres interventions bien recues mais pas encore lues, desole...)
Cheres amies et amis du forum,
A propos de la dimension "citoyennete" de l'EE(ou ERE chez nous) J'appuie les
reflexions de Yolanda lorsque tu nous informes de ce que chez toi il y a
toujours des personnes qui confondent EE et pedagogie par projets,
respectable,
mais assez eloignee des enjeux politiques des concepts qui nous reunissent
ici.
Comme le disait recemment un inspecteur du ministere, "ce qui a change en 10
ans, c'est la percee du concept d'ERE". Au moins sur ce point les milieux
proches de l'education relative a l'environnement sont chez nous relativement
unanimes sur la portee du concept. Il faut rendre hommage ici au travail de
monsieur Louis Goffin et au reseau IDEE qui coordonne les acteurs de l'EE.
Certes, sur le terrain il reste un travail considerable pour eviter la
confusion avec la sensibilisation a la nature, le patrimoine ...
Par contre, chez nous, quand nous parlons des intervenants en milieu scolaire
(associations, initiatives diverses, programmes,...) nous parlons de secteurs
plutot bien organises, ou en voie d'organisation, mais dont les moyens sont
souvent ridiculement modestes par rapport aux besoins et aux urgences
educatives.
Pour avoir pris contact avec ces intervenants, voici quelques constats :
a)on peut les regrouper en 4 familles de preoccupations qui sont aussi les 4
portes privilegiees pour entrer dans le concept d'une education en vue d'un
developpement durable ou, si nous voulons le dire autrement, les 4 voies
royales pour rencontrer l'incontournable et l'indispensable contribution des
systemes educatifs a l'enrichissement conceptuel du projet de DD.
Ce sont:
- l'education (relative) a la citoyennete (resolution des conflits,
multiculturalite, paix, cooperation, droits de l'homme, democratie,...)
- L'education au developpement (sur-,sous et mal-developpement, economie
mondiale, commerce equitable, diversite des cultures, mecanismes de la
solidarite, organisations non-gouvernementales d'aide au developpement, ...)
L'education a la sante (alimentation, prevention au tabagisme et aux
toxicomanies, pollution et sante, ...)
Et bien sur, l'EE.
b)En Belgique francophone ces quatre familles d'intervenants comptent chacune
plusieurs dizaines d'associations, de fondations, de services publics.
c)Il y a un certain danger a voir ces quatre grands acteurs tirer la
couverture
a soi et considerer quelque part etre LE chapeau qui coiffe les autres.
Exemples entendus :
- L'education au developpement durable fait partie de l'education a la
citoyennete.
- L'EE est incluse dans l'education a la sante, d'ailleurs, la definition de
l'OMS...etc.
d)Cette tendance a phagocyter est renforcee par la course aux financements et
l'etroitesse des moyens.
e)Pour tous se pose la question du decloisonnement des matieres.
f)Pour ces raisons, je mets tout le monde sur le meme pied et suggere a chacun
de voir en quoi son point de depart (citoyennete, sante, environnement et
developpement) appelle les trois autres dimensions ; j'invite a considerer
combien chacun de ces defis a interet a s'enrichir des trois autres. C'est
seulement si elle est capable d'aider les generations futures a penser
globalement qu'il y aura place pour l'education dans les grands debats qui
attendent l'humanite.
g)Tout cela explique pourquoi j'ai eu quelques difficultes avec le titre du
forum. Pas de Developpement Durable sans developpement d'une action citoyenne.
Pas d'action citoyenne qui ne se refere aux exigences du droit au
developpement, au respect de la biosphere et a l'exigence de la sante pour
tous.
Je refuse l'Agenda XXI ou plutot je souhaite au nom des generations futures
qu'il soit reecrit. Mieux, que ces 41 chapitres comportent chacun un
paragraphe
clair mentionnant les mesures educatives, les programmes a mettre en oeuvre
pour preparer les mentalites et faire evoluer les comportements.
Voila une tache interessante pour le sommet Rio +10. On impliquera pas les
populations du monde par decrets, en legiferant seulement... Ni meme en
reorientant les sciences et les techniques seulement... On impliquera les
peuples en les eduquant, en leur apprenant et en les aidant a apprehender le
complexe et a penser le global. C'est seulement lorsque beaucoup d'enfants
comprendrons les liens entre environnement - developpement - sante et
citoyennete que le DD deviendra source d'espoir pour l'humanite.
Existe-il des experiences telles que je les decrits ?
Oui, meme si comme pour Yolanda en Grece, il n'y en a pas beaucoup. Il en
existe chez nous et j'espere trouver le temps de decrire quelques travaux
realises notamment dans mon ecole.
Je m'empresse de lire tous les derniers courriers et salue participantes et
participants au forum. Un bonjour particulier a Yolanda Ziaka a qui j'espere
avoir bien repondu.
J-M Lex, Belgique.
-----------> ENGLISH (warning : this is a machine translation post-edited for
mistranslation only)
* Title * About the links between education in citizenship, development,
health and environment.
* Author * Jean Michel Lex
°°° Resume °°°
The concept of citiwenship: JM Lex reinforces Yolanda's point of view.
An urgent need: the closing and the 'dipartitioning' between education to
citizenship, developpement education, health education and environnement
education.
_______________
** Translation of the original text **
Forum Environment-Education,3rd intervention
Jean-Michel Lex, Belgium.
* Reaction (and answer) to 1st intervention of Yolanda Ziaka *
(I received other interventions but not read yet, sorry...)
Dear friends of the forum,
About the dimension "citizenship" in EE (or ERE, as here) I agree with the
reflections of Yolanda when you inform us that in Grece, there are always
people who confound EE and pedagogy by projects, respectable, but quite
distant
from the political stakes of the concepts that gather us here. As was saying
recently an inspector of the ministry, " what changed in 10 years is the
breakthrough of the ERE concept". At least on this point the circles close to
the education relative to environment are at home relatively unanimous on the
range of the concept. It is necessary to do homage here to the work of Mr
Louis
Goffin and to the network IDEE that coordinates the EE actors.
But on the spot, there is still certainly a considerable work in order to
avoid
the confusion with an instruction to the nature, the heritage...
On the other hand, at home, when we speak of the intervening parties in school
environment (associations, various initiatives, programs,...) we speak about
sectors rather well organized, or in way of organization, but whose means are
often ridiculously modest in relation to the needs and to the educational
emergencies.
For having taken contact with these intervening parties, here are some
reports:
a)We can regroup them in 4 families of issues, that are also the 4 privileged
doors to enter in the concept of an education in view of a lasting development
or, if we want to say it otherwise, the 4 royal ways to meet the inescapable
and the indispensable contribution of the education systems for a conceptual
enrichment of the SD project.
These are:
- the education (relative) to citizenship (resolution of conflicts,
multi-culturality, peace, cooperation, human rights, democracy,...)
- The education to development (over-,sub and bad-development, world economy,
equitable trade, diversity of the cultures, mechanisms of solidarity, non
governmental development aid organizations,...)
- The education to health (food, prevention to tobacco addiction and to other
addictions, pollution and health,...)
- And of course, the EE.
b)En French-speaking Belgium these four families of intervening parties count
each several score of associations, of foundations, of public utilities.
c)There is a certain danger to see these four big actors pulling the cover to
oneself and to consider somewhere to be THE one that covers the other.
Some examples:
- Education to lasting development is part of the education to citizenship.
- EE is included in education to health, besides, the definition of the WHO...
etc.
d)This tendency to phagocyte is reinforced by the race for funds and by the
narrowness of the means.
e)All are confronted to the question of the backgrounds partitioning problem.
f)For these reasons, I put everybody on the same line and suggest each to see
how one's starting point (citizenship, health, environment and development)
calls the three other dimensions; I invite to consider how much each of these
challenges has an interest to enrich itself with the three others. It is only
if it is capable to help the future generations to think globally that there
will be a place for education in the coming important debates for the
humanity.
g)All this explains why I had some difficulties with the title of the
forum. No
Lasting Development without the development of a citizen action. No citizen
action that do not refer to the requirements of the right to development, to
the respect of the biosphere and to the need for health for all.
I refuse the XXI diary or rather I wish in the name of the future generations
that it is rewritten. Even Better, that these 41 chapters include a clear
paragraph each mentioning the educational measures, the programs to set up to
prepare the mentalities and to help the behaviors evolve.
That is an interesting task for Rio +10 summit. One won't imply the
populations
of the world by decrees, only by legislating... Nor even only by reorienting
the sciences and the techniques... One will imply the peoples by educating
them, by teaching them and helping them to face the complex and to think the
global. It is only when a lot of children will understand the ties between
environment - development - health and citizenship that the SD will become a
source of hope for the humanity.
* Do some experiences exist as me described them? *
Yes, even though, as for Yolanda in Greece, there are not many of them. Some
exist at home and I hope to find the time to describe some realized works,
notably in my school.
I will now read the last mails.
Best regards to the participants of the forum. A particular hello to Yolanda
Ziaka, to whom I hope I have answered right.
J-M Lex, Belgium.
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