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Since the last century there has been much reflection on the construct of sustainability both from an environmental, social and cultural point of view, and political scientists, ecologists, economists, journalists but also pedagogists have discussed it. During 2020, the European Commission considered sustainable development as a vital core of the 2030 Agenda, so much so that it elaborated 17 Sustainable Development Goals SDGs and the 169 sub-objectives associated with them to be achieved in the decade 2020- 2030. This essay deals with the issue of sustainability in relation to the new training models of teachers and school organization at the time of Covid-19, starting from the IV objective of the 2030 Agenda: To guarantee inclusive and equitable quality education and to promote opportunities for continuous learning for everyone. It follows that sustainable development appears to be a solid and useful conceptual framework from which to build a fair and sustainable well-being in the classroom and, consequently, in society, for the benefit of future generations. ; Già a partire dal secolo scorso si è tanto riflettuto sul costrutto sostenibilità sia da un punto di vista ambientale, che sociale e culturale e ne hanno discusso politologi, ecologisti, economisti, giornalisti ma anche pedagogisti. Nel corso del 2020, la Commissione Europea ha considerato lo sviluppo sostenibile come nucleo vitale dell'Agenda 2030, tanto da elaborare 17 obiettivi di sviluppo sostenibile OSS (Sustainable Development Goals SDGs) e i169 sotto-obiettivi ad essi associati da raggiungere nel decennio 2020-2030. Questo saggio affronta il tema della sostenibilità in relazione ai nuovi modelli formativi degli insegnanti e organizzativi della scuola al tempo del Covid-19, partendo dal IV obiettivo dell'Agenda 2030: Garantire un'istruzione di qualità inclusiva ed equa e promuovere opportunità di apprendimento continuo per tutti. Ne consegue che lo sviluppo sostenibile appare un quadro concettuale solido e utile, da cui partire per costruire un ...

Purpose: the aim is to present a concept of relative sustainable development that is linked to a specific environment; this concept refers to the Italian mining sector. The need for a new conceptualisation derives from the fact that an absolute value to the sustainable development forces to lose sight of the specific environment in which it was inserted.Design/Methodology/Approach: on the basis on meetings conducted with professionals of the mining sector, a model that describes the economic environment has been developed. In addition, specific problems that characterise the Italian case (e.g. the drop in mining production, the poor professional training, the anachronistic set of rules, the syndrome NIMBY, the poor dissemination of mining culture) have been considered.FINDINGS: it has been demonstrated that the sustainable development is a relative concept which is inevitably linked to the context. In other words, an unequivocal definition of the concept does not exist. In fact, different definitions are possible on the basis of the importance that is given to economic, environmental and social principles.Originality/Value: differently than before, sustainable development is examined considering the linked environment, not only as a set of natural resources but as a system composed by actors involved in the economic environment which includes a stated political order, a level of technology, and stakeholders. Furthermore, a solution to the problems affecting the Italian mining sector is suggested: i.e. an independent and permanent comparison table with a Scientific Committee that gives support to policymaker, disseminate culture in the local communities and harmonize the set of rules etc. would be useful.KEY WORDS Sustainable development | economic environment model | mining activity.CLASSIFICATION Conceptual paper.

This paper develops an analytical model to calculate the amount by which individuals are expected to modify their values (the relationship between lifestyle and happiness, as measured by subjective well-being, SWB) and to adopt innovative technologies (to increase the sustainability of production and consumption, measured by the ecological footprint, EF) to allow current and future generations to achieve sustainable happiness (the pursuit of happiness that does not exploit other people, the environment, or future generations). The paper also examines the dependence of these changes on an individual's concern for future generations and on their country's current state of economic development. Individuals in developed countries can change their values by showing greater concern for future generations as well as by adopting new technologies, thereby reducing the required change in values and achieving sustainability at a high SWB. In contrast, individuals in developing countries must rely solely on technological innovation (and to a greater extent than in developed countries), and their concern for future generations is less relevant, with sustainability achieved at a low SWB. Finally, maximising the concern for future generations will make individuals in developing and developed countries coincide in terms of their potential to substitute values for technologies or vice versa, but not in terms of their potential to achieve sustainable happiness.

The year 2020 was characterized, primarily, by the pandemic emergency from Covid-19 which generated an unprecedented social, political, economic and justice crisis on a global level, which we are still experiencing today. In this context, in Italy we have seen, however, starting from 2020, a "great return" in the school curricula of Childhood, Primary, Lower and Upper Secondary: that of Civic Education as a mandatory teaching subject and transversal to teaching, in line with the provisions of the UN 2030 Agenda and the 17 SDGs. The article presents the Civic Education curriculum in Primary school, critically reflecting on the need to educate to an idea of "complex" sustainability. An educational experience is reported and discussed in a third grade of Primary school, which intended to explore the 2030 Agenda through the "How to save the planet" project, following an integrated approach that actively involved children, families and teachers. ; Il 2020 è stato caratterizzato, prioritariamente, dall'emergenza pandemica da Covid-19 che ha generato una crisi a livello globale non solo sanitaria, ma sociale, politica, economica, di giustizia senza precedenti, che stiamo tuttora vivendo. In questo sfondo, in Italia abbiamo assistito, peraltro proprio a partire dal 2020, ad un "grande ritorno" nei curricola scolastici di Infanzia, Primaria, Secondaria Inferiore e Superiore: quello dell'Educazione Civica come disciplina di insegnamento obbligatoria e trasversale agli insegnamenti, in linea con quanto previsto dall'Agenda 2030 dell'ONU e dai 17 SDGs. Il contributo presenta il curricolo di Educazione Civica nella scuola Primaria, riflettendo criticamente attorno alla necessità di educare ad un'idea di sostenibilità "complessa". Si riporta e discute un'esperienza didattica in una classe terza di scuola Primaria, che ha inteso esplorare l'Agenda 2030 attraverso il progetto "Come salvare il pianeta", seguendo un approccio integrato che ha coinvolto attivamente bambini, famiglie e docenti.

The need to understand, in practice, which tools can and implement governance policies adhering to the concept of sustainable development, places the interpreter in front of a series of questions: first of all, whether it is possible to transfer the principle of sustainable development from its Natural "habitat", the supranational dimension of a soft low tool, to positive law. To this first question it is possible to immediately provide a positive answer: the so-called Environmental Code, introduced into our legal system with d. lgs. 152 of 3 April 2006 in the first version did not contain any reference to sustainable development or to other environmental principles; only following the 2008 corrective (legislative decree 16 January 2008, n.4 which modified the legislative decree n.152) have they been codified. Art. 3 - quater is dedicated to sustainable development, in particular the first paragraph states "every human activity legally relevant under this code must comply with the principle of sustainable development, in order to ensure that the satisfaction of the needs of current generations cannot compromise the quality of life and the possibilities of future generations ". In the second paragraph, the legislator mainly addresses the activity of public administrations, sanctioning how it must "be aimed at allowing the best possible implementation of the principle of sustainable development, so that in the context of the comparative choice between public and private interests characterized by discretion interests in the protection of the environment and cultural heritage must be given priority consideration ". ; L'esigenza di comprendere, in concreto, quali strumenti possano e dare attuazione a politiche di governance aderenti al concetto di sviluppo sostenibile, pone l'interprete dinnanzi ad una serie di interrogativi: anzitutto, se sia possibile trasferire il principio di sviluppo sostenibile dal suo "habitat" naturale, la dimensione sovranazionale di strumento di soft low, al diritto positivo. A questo primo quesito è possibile fornire, da subito, una risposta positiva: il c.d. Codice dell'Ambiente,introdotto nel nostro ordinamento con d. lgs. 3 aprile 2006 n.152 nella prima versione non conteneva alcun riferimento allo sviluppo sostenibile né ad altri principi ambientali; solo a seguito del correttivo del 2008 (d.lgs.16 gennaio 2008, n.4 che ha modificato il d.lgs. n.152) essi sono stati codificati. L'art. 3 - quater è dedicato allo sviluppo sostenibile, segnatamente al I comma dispone "ogni attività umana giuridicamente rilevante ai sensi del presente codice deve conformarsi al principio dello sviluppo sostenibile, al fine di garantire che il soddisfacimento dei bisogni delle generazioni attuali non possa compromettere la qualità della vita e le possibilità delle generazioni future". Nel II comma il legislatore si rivolge principalmente all'attività delle pubbliche amministrazioni sancendo come essa debba "essere finalizzata a consentire la migliore attuazione possibile del principio dello sviluppo sostenibile, per cui nell'ambito della scelta comparativa tra interessi pubblici e privati connotata da discrezionalità gli interessi alla tutela dell'ambiente e del patrimonio culturale devono essere oggetto di prioritaria considerazione".

This bio-bibliographic note presents the main aspects of the economic formation of the author, of the relations with important Italian and foreign economists, of the essential traits of his research on economic policy, the theory of economic growth and development, comparative economic development, labor economics. All this is accompanied by elements of contemporary economic history and by analyses and reflections, in a comparative context, on economic development trends and policies regarding the Italian and European economies, the United States, Germany and the main Asian economies: China, India, Japan, Indonesia and South Korea. The general conclusions are that without sufficiently inclusive and sustainable economic policies any economic development process tends to deteriorate or implode and that economic long-run trends are strongly interwoven to the evolution of historical, institutional, social and political phenomena. ; Questo saggio bio-bibliografico presenta gli aspetti principali della formazione economica dell'autore, dei rapporti avuti con noti economisti italiani e stranieri, della maturazione della sua ricerca su temi relativi alla politica economica, alla teoria della crescita e dello sviluppo economico, agli studi di sviluppo economico comparato ed alla economia e politica del lavoro. Tutto ciò è accompagnato da elementi della storia economica contemporanea della seconda metà del secolo XX e dei due primi decenni di questo secolo e da analisi e riflessioni, in ottica comparativa, sulle politiche e le tendenze di sviluppo dell'economia italiana e di quella europea, nonché alle fasi di crescita o di crisi economica degli Stati Uniti, della Germania e delle maggiori economie dell'Asia. Le conclusioni generali sono che senza una politica sufficientemente inclusiva e sostenibile ogni processo di sviluppo economico tende nel lungo o lunghissimo periodo a deteriorarsi o implodere, e che i mutamenti economici di fondo sono strettamente intrecciati con l'evoluzione della storia, delle istituzioni e dei fenomeni politici e sociali.

The 2030 Agenda of the United Nations foresees 17 sustainable development goals articulated in 169 targets to be achieved by 2030. Among these, there is the Goal 4 (Quality Instruction) - in its turn articulated in 10 targets - among which the target 4.7 aims to ensure education for sustainable development and global citizenship for all students. This is a target that strongly calls Education as "a tool" to achieve the other goals within each country. The objective of this study is to inform Italy's position with respect to Indicator 4.7.1 internationally used to monitor the achievement of the target 4.7: To what extent (i) education for global citizenship and (ii) development education sustainable, including gender equality and human rights, are integrated atall levels in: (a) national educational policies; (b) curricula; (c) teacher training; and (d) student assessment. In this work elements (a) and (c) of this indicator relating are analysed with special focus at 2017/18, the first year in which the Education for Sustainable Development strategies were addressed to teachers at a system level. ; L'Agenda 2030 delle Nazioni Unite prevede 17 obiettivi di sviluppo sostenibile articolati in 169 target da raggiungere entro il 2030. Tra questi vi è il Goal 4 (Istruzione di Qualità) - a sua volta articolato in 10 target - tra cui figura il target 4.7 che mira ad assicurare a tutti gli studenti l'educazione allo sviluppo sostenibile e alla cittadinanza globale. È questo un target che chiama fortemente in causa l'Istruzione come "sistema", all'interno di ogni Paese. L'obiettivo di questo studio è informare il posizionamento dell'Italia rispetto all'Indicatore 4.7.1 utilizzato per monitorare il raggiungimento del target 4.7: In che misura (i) l'educazione alla cittadinanza globale e (ii) l'educazione allo sviluppo sostenibile, compresa la parità di genere e i diritti umani, sono integrati a tutti i livelli in: (a) politiche educative nazionali; (b) curricula; (c) formazione degli insegnanti; e (d) valutazione dello ...

The essay aims to reflect on the possibility of undertaking a new regenerative way centered on the paradigm of sustainability in the light of what is indicated by the international (UN Agenda 2030) and national (ASviS) policies on a new model of environmental, social and cultural development.In this perspective, it is necessary to question how education, training and pedagogy can "intercept" these challenges in order to be able to propose that culture of sustainability starting from the formation of the new generations, through empowering learning contexts of an eminently transformative and generative nature (Mezirow, 1991; Margiotta, 2015) in knowing how to recognize, accept and creatively live "taking care" of our "homeland" and the people who live there (Morin, 2020). ; Il saggio vuole riflettere sulla possibilità di intraprendere una nuova via rigenerativa centrata sul paradigma della sostenibilità alla luce di quanto indicato dalle Politiche internazionali (Agenda ONU 2030) e nazionali (ASviS) su un nuovo modello di sviluppo ambientale, sociale e culturale. In questa prospettiva occorre interrogarsi come l'educazione, la formazione e la pedagogia possano "intercettare" tali sfide per poter proporre quella cultura della sostenibilità a partire dalla formazione delle nuove generazioni attraverso contesti di apprendimento capacitanti di natura eminentemente trasformativa e generativa (Mezirow, 1991; Margiotta, 2015) nel saper riconoscere, accettare e vivere creativamente "prendendoci cura" della nostra "Terra-patria" e delle persone che vi abitano (Morin, 2020).

2020 will be remembered as the Covid-19 year. Libraries and the other cultural institutions locked down. Nevertheless, during the crisis, libraries created platforms and special webpages and diversified their services through telephone calls to their users, foodbanks deliveries, children's care and contacts with elderly patrons. The digital library boomed. The challenge is to see to what extent library services can be implemented in a hybrid way – partly through the use of technologies, partly physical – and how to bring people together and at the same time keeping them at a distance from each other. At the end of the day, libraries showed a high level of resilience, to the point that the narrative should be reversed: during the Covid-19 time, libraries were more resilient and open than ever and were indeed pursuing sustainable development goals. These are not accessory objectives for libraries, just as sustainable development is not something that should be left to governmental policies for social and economic affairs. Moreover, they do not deal exclusively with climate change and low-carbon emissions and should not unfold through exhibitions, one-off events and poster sessions for small-scale, locally based projects, having a limited impact and being of purely demonstrative nature.They should be incorporated into library main objectives and be part of their normal administration. The European Regional Development Fund strengthens economic and social cohesion in the European Union by correcting imbalances between its regions. ESF is Europe's main instrument for supporting jobs, helping people to improve their employment prospects and ensuring fairer job opportunities for all EU citizens. They are attractive because they have been used in libraries in several countries – successfully. ; Il 2020 sarà ricordato come l'anno della pandemia da Covid-19 e della chiusura di biblioteche e di altre istituzioni culturali. Tuttavia, durante la crisi, oltre a diversificare i loro servizi, le biblioteche hanno creato piattaforme e pagine web speciali, ampliato i servizi via telefono, fornito cibo in varie città, fornito servizi ai bambini che stavano a casa e stabilito contatti con gli utenti anziani. La biblioteca digitale è esplosa. La grande scommessa è ora nella conduzione ibrida dei servizi bibliotecari – l'uso di nuove tecnologie combinato all'accesso fisico – e nel tenere unite le persone pur mantenendole separate. Insomma, la narrazione delle biblioteche in lockdown va rovesciata nel suo contrario: esse hanno mostrato un alto grado di resilienza e sono rimaste più aperte che mai; il loro sforzo si è concentrato nel perseguire a tempo pieno obiettivi di sviluppo sostenibile. Questi ultimi non sono obiettivi accessori per le biblioteche così come lo sviluppo sostenibile non è qualcosa che rimane nelle competenze esclusive delle politiche governative socioeconomiche. Gli obiettivi di sviluppo sostenibile non trattano esclusivamente di cambiamento climatico ed emissioni a basso contenuto di carbonio e per questo non dovrebbero consistere solo in esibizioni e progetti di natura spontanea con impatto limitato a scopo dimostrativo.Gli obiettivi di sviluppo sostenibile dovrebbero invece essere incorporati in quelli di base delle biblioteche ed entrare a far parte della loro normale amministrazione. Il FESR rafforza la coesione economica e sociale nell'Unione europea correggendo gli squilibri tra le sue regioni. Il FSE è il principale strumento europeo per sostenere l'occupazione, aiutare le persone a trovare un lavoro migliore e garantire opportunità di lavoro più eque per tutti i cittadini dell'UE. Le biblioteche di vari paesi europei hanno già utilizzato tali fondi con successo.

The thesis " Ecolabel: from sustainable product certification to financial product certificationeco-label" focuses its attention on the European in its ecological and financial variant. This tool, used by European policies to achieve environmental objectives, is primarily aimed at the citizen and through a non-taxing legal action (soft law) educates the same to the awareness of the need to safeguard the environment by adhering to a model of guided sustainable development. from the circular economy. The chapters of the thesis describe both the frameworks within which the path is developed and the steps of the same path that from the sustainable product ecolabel (ecological quality certification of a good or service) lead to the financial ecolabel (ecological quality certification of a financial product) trying to identify the common elements between the two certifications and the possible synergies in favor of a development of circular sustainability. Therefore, the path begins, in the first chapter, in which the problem of managing the scarcity of resources is identified, the theoretical framework is built that offers the solution with the application of the decoupling theory that is the background to the conception of weak sustainable development and passing from the circular economy it reconciles the management of the scarcity of resources with the economic development of the general system. This solution is adopted by the environmental policies of the European Union. However, this will not be enough to solve the problem of conserving resources and while maintaining the economic model of circularity, it is hoped that the transition to strong sustainable development is achieved through a policy of sufficient consumption. The second chapter focuses its attention on the product policy adopted by the EU on the basis that a production of the product carried out in compliance with the phases of its life cycle can lead to an efficient saving of resources. At this juncture the need arises to certify the quality of the product at an ecological level with a label recognized throughout the European territory: the EU eco-label. It is aimed at the consumer and offers the latter certain and reliable information on the ecological quality of the product for an informed choice. The link between consumer ecolabel and information immediately emerges, which does not escape the regulatory regularization of the European legislator [1]. The third chapter focuses on the eco-label of sustainable product and describes the construction procedure according to EU Regulation n.66 / 10. In constructing the content of the eco-label, the importance of determining the criteria is highlighted. The choice of these includes or excludes a product or a service from ecological certification and can facilitate support for the circular economy for the achievement of the environmental objectives of EU policies. In the chapter, then, we focus on the Italian case since Italy is the only EU country where the legislator has made the inclusion of CAMs mandatory in terms of purchasing policy, in particular public purchases, minimum environmental criteria, in public procurement. CAMs represent the technical specifications that determine the characteristics of the procurement object and can also be proven through ecological product certifications. In this case, the legislative input is evident in favor of the diffusion of the eco-label and consequently of the sensitivity towards the purchase of ecological products which indirectly goes towards achieving the objectives of European environmental policies. The fourth chapter outlines the legal-economic framework within which the financial eco-label originates. The latter is part of an already well-established legislation, the choice of the criteria that characterize its content follows the same procedure provided for in Regulation no. 66/10 for the product eco-label, the figure of the saver is defined according to art. . 4 of Directive 2014/65 / EU , the information on ecolabel certified financial products, to be provided to the saver so that he can make informed decisions about the investment of his money, has been further revised with the EU Regulation 2019/2088. Even in the case of the financial eco-label, the same elements characterizing the product eco-label emerge: the criteria, the saver, the information. Therefore, the financial eco-label is aimed at the saver by proposing pre-assembled financial products (funds) that invest in economic activities aimed at sustainable development and information, from the companies or companies that issue the investment securities, on how to use the money to support of ecological and circular economic activities for a conscious investment choice. Finally, the fifth chapter analyzes the environmental policies of France [2], as a precursor country of legal situations relating to the sustainable and financial product ecolabel subsequently adopted also by the EU. Regarding the product eco-label, France already had its own quality label before the EU eco-label and it preceded the EU also in determining the environmental one. Regarding the financial ecolabel, France after the Loi de transition énergétique pour la croissance verte in August 2015 has established with a specific decree the TEEC or Greenfin for financial products together with a specificframework reference. Furthermore, from the analysis of the French legislation on eco-labels it emerges that for their concrete application they also concern: criteria, the consumer / saver, information. Finally, a transversal reflection in the chapters and at the end of this path highlights the interconnection between the elements that characterize the two labels (criteria, consumer / saver, information), the consequent synergy of action between the two labels capable of acting on the development of a sustainable and circular economy and the need for legislative input in order to determine the effects of product and financial ecolabels. ________________________________________ [1] See, by way of example, Article 169 of the TCFUE which promotes the right to information and education of consumers as well as their right to organize for the protection of their interests. The art. 2 of EU Regulation no. 254/2014 of the European Parliament and of the Council of 26 February 2014 relating to a multiannual program for consumer protection for the period 2014-2020 in which the general objective of the program is: to give greater power to consumers and place them at the heart of the internal market, as part of an overall strategy for one smart, sustainable and inclusive growth while also promoting their right to information, education and their organization for protect their interests. The Consumer Agenda which in the 2020 version clearly explains the consumer's active role in the green transition [2] The reference to France is dictated by the experience conducted in France at the Crideau - Center de Recherches Interdisciplinaires en Droit de l'Environnement , de l'Aménagement et de dell'Urbanisme - Universitè de Limoges during which I conducted studies regarding European environmental legislation compared with that of other states and I deepened the French environmental legislation which shows a solid legislative tradition on environmental issues.