The principle of "scientific-cultural sustainability" formulated by the promoters of the "Integrated Relational Tourism" (TRI) legitimizes pedagogy as interlocutor of interdisciplinary topics found in this development program. Infact, our postmodern era, by presenting the themes and objectives of the development of societies facing the Mediterranean, must count on contribution of many sciences, so that the TRI-related reflection is set up as a juxtaposition of several integrated levels of scientific discourse that express the value of the object being studied, comprehensively explained by its "integrated" semantic components (environmental, economic, financial, social, juridical, political), more immediately tangible and controllable, and by "deep" relational components (psychological, pedagogical and ethical) that base it. If the TRI style of rationality is understood in this way, it establishes a specific scientific discourse that studies with a specific logic every specific aspect of the subject being examined. The pedagogical point of view, attentive to the whole person ⸻ thus justifying the link that holds pedagogy and philosophical anthropology (integral) ⸻ gives reasons for social and human sustainability to give proper value, in the territorial development, to human relationships between individuals and communities in a new optics of awareness, mutual respect and safeguarding of cultural diversity (co-operation against competition); and to bring back man (the human person) to the center of policies and initiatives of production and consumption processes (ethical approach).
|Titolo della pubblicazione ospite||Animare un’alternativa mediterranea allo sviluppo. Il turismo per uno sviluppo relazionale integrato|
|Numero di pagine||14|
|Stato di pubblicazione||Published - 2012|