Education in an ecological-systemic perspective

The present work aims to track and support the need for a rethinking of the ways, often "dormant", to configure the process of teaching and learning, in order to promote an attitude of waiting between us and our knowledge, an hermeneutic capacity that goes beyond the pure description. In other words, there is the need to develop new attitudes to correlate the differentiation of identities to the communication and symbolic contexts, through correlation and recognition. Ecological-systemic education guarantees diversity and supports the category of the possible and of the differences, exploring different horizon structures to build an approach which is functional to a genuine process of integration. It is an alternative trip that could lead to acquire a cognitive attitude that demands humility and commitment, accountability in the encounter with the other, the construction of a mix of stories, that is, the enhancement of the possibilities to experience the answers to the problems, basing on silence as a guarantee of the words. In the work of Gregory Bateson in particular, a new way of knowing is experimented. In this article this is the reference point: the mind connects different parts, captures relationships, relates to the educational dimension in an ecological perspective. Not to acquire a map that will replace another one, but as an opportunity to reflect on the actors involved in the educational relation and on the context in which this is actualized as a system.