Intergenerational Dilemmas: Theoretical Foundations and Strategies for Dealing with Complex Future Scenarios
What are the dilemmas that arise in educational practice when projecting the planetary situation for future generations? Scientific reports on climate, health and population projections, the fragility of social relations in the face of catastrophe scenarios, the increase in natural disasters, the apprehension of pandemics, the dynamics of migration and the potential social, environmental and economic consequences generate a climate of uncertainty, anxiety and desolation that can lead to negative responses or inaction. The formative role in these subjects is key and requires deep reflection and foundations, as well as tools to face discussions and to accompany students affectively in their development. On the other hand, working with different time scales also allows us to think about the prioritization of short, medium and long term challenges and facilitates the establishment of a road map to advance towards a change in the educational systems that in turn implies cultural changes. What is the role of intergenerational communication in the connection between possible futures and ancestral knowledge? What role have older adults played and can they play in the transmission of social memory? In short, reflection on how to deal with these intergenerational dilemmas and projection towards future scenarios requires the development of a series of cognitive, affective and complex thinking skills that must be dealt with by their protagonists and by the world of educational research. What are the main challenges of reviewing and re-organizing knowledge that will allow the practices stabilized by previous generations to be transformed and adapted to the living conditions of new generations?