How can the educational relationship integrate the “place” as a central actor in situated learning and, furthermore, how can a synecological approach to education in nature facilitate the integrated development of emotional, social and cognitive skills? The reflection proposed in this contribution identifies ecomentoring as a promising avenue of research capable of enhancing a triadic configuration between mentor, mentee and place, aimed at bringing together situated knowledge, skills and responsibilities. By reworking educational mentoring and place-based education, we translate these principles into operational postures and gestures within a synecological framework; ecomentoring guides experiments consistent with Agenda 2030, strengthening links between people, places and knowledge (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015).
Mentoring from a synecological perspective: a research path for sustainable education
Scarano, G.;Vivona, A.;Martiniello, L.
2025-01-01
Abstract
How can the educational relationship integrate the “place” as a central actor in situated learning and, furthermore, how can a synecological approach to education in nature facilitate the integrated development of emotional, social and cognitive skills? The reflection proposed in this contribution identifies ecomentoring as a promising avenue of research capable of enhancing a triadic configuration between mentor, mentee and place, aimed at bringing together situated knowledge, skills and responsibilities. By reworking educational mentoring and place-based education, we translate these principles into operational postures and gestures within a synecological framework; ecomentoring guides experiments consistent with Agenda 2030, strengthening links between people, places and knowledge (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
