Mentoring from a synecological perspective: A research path for sustainable education

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 eco-mentoring 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; eco-mentoring guides experiments consistent with Agenda 2030, strengthening links between people, places and knowledge (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015).

Come può la relazione educativa integrare il “luogo” come attore centrale nell’apprendimento situato e, ancora, in che modo un approccio sinecologico all’educazione in natura può facilitare lo sviluppo integrato di competenze emotive, sociali e cognitive? La riflessione proposta nel presente contributo identifica nell’eco-mentoring una promettente pista di ricerca capace di valorizzare una configurazione triadica tra mentor, mentee e luogo, volta a mettere in dialogo conoscenze, competenze e responsabilità situate. Rielaborando mentoring educativo e place-based education, traduciamo tali principi in posture e gesti operativi entro una cornice sinecologica; l’eco-mentoring orienta sperimentazioni coerenti con l’Agenda 2030, rafforzando legami tra persone, luoghi e saperi (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015).