09/10/2013

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French Agriculture Agriculture developed in the vicinity of the city has always been an activity parallel to the growth of cities. This practice defined in recent decades peri-urban agriculture, has recently become the object of study for researchers, scholars and other planners, who observed the interactions between the city and the countryside trying to find and channelling the potential of this territory. You should then study main connotations of peri-urban agriculture with the aim of identifying agricultural strategies from some meaningful experiences that can provide valid elements to encourage future practices of territorial planning in other peri-urban contexts. The analysis surely part of the argument between between the city and the countryside, and thus the problem of Metropolitan peripheries, caused by the gradual process of consumption and abandonment of the agricultural territory urban, yet unstoppable phenomenon and which has been experiencing a worrying acceleration in recent years. This problem leads to study and learn about the concept of peri-urban agriculture and synthesize the most important guidelines related to the protection, promotion and sustainability of the agricultural practices of proximity on a global scale, acting as liaison for further analysis of the peri-urban territory at national and local level. Under this highlight the guidelines and guidance provided by the United Nations, in particular by FAO, its work and that of other agencies international. It emerges, in this context, the European Union, single entity worldwide that has been generated policies aimed at the development and sustainability of agriculture, developing steadily, to deal with specific situations as in the case of peri-urban agriculture. Here come two case studies identified in France and Italy.
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New Culture The contradiction is clear, and that our society should rethink thoroughly the culture of effort and work, especially that wants to convey to children and young people. We have a society presentista and consentidora, with very few children, consumerist and overprotective, which tends to seek the affection of children and young people based on tolerance and gifts; a society in which the relationship between the child and adult is not based on the difference and respect, but in this false camaraderie that exists between an adult who doesn't just want to be him and a boy who takes the prerogatives of the adult. At the same time we have a tremendously competitive society, where social and professional success calls for a continuing effort, but that hides this reality under the delusion of a success without effort, shown from the media like a manna that falls from the sky. More or less critically, educators are part of this society and the force of the current often makes us give up in what should be the key of all educational process: I'm the adult, establish a framework of respect, affection and requirement in which your child or teenager, you should make the effort to grow against your limits. The abandonment of this principle is very own hypermodernity society, and has nothing to do with the pedagogy of the progressive school of the 20th century. John Dewey, the father of the new school, explicitly rejects the improvisation, the lack of demand and spontaneity. For him, learning must be linked to the experience. This means that the teacher must set a schedule that provides children and youth experiences positive, to the extent of its possibilities, that have continuity and are interactive, and warns that this means a high level requirement by both the student...

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