The pedagogy and didactic of Ecomuseums to develop the educational ecosystem


The multi-perspective dimension of the ecological transition finds a pivotal point in education for the necessary transformative shift toward a new contextual generative humanism, of thought and culture, in harmony with Mother Earth. This contribution argues that ecomuseums emerge a) as a new potential scenario in the educational landscape, into ecological transition, and in the educational ecosystem perspective; b) the Capability Approach context idea to promote the development of agency, ecological talent, and educational opportunities. Ecomuseums can represent a pedagogy that opens up to the value of both tangible and intangible heritage spread across territories. Ecomuseums foster high levels of intergenerational, intercultural, and interdisciplinary interaction. It shows how they can serve as a dynamic backdrop for didactic dramaturgy and curricular innovation, to expand the notion of schooling as a common good, to facilitate students’ differentiation and engagement, to offer models for participatory action research and community maps.