Pedagogical theories and educative praxis for blue curriculum

Abstract

This article explores the theoretical foundations and practical implications of a Blue Curriculum for Ocean Literacy (OL), identifying the theoretical bases necessary for the definition of a curriculum capable of overcoming disciplinary fragmentation, placing itself as a holistic, action-oriented and sensitive structure to the marine context.Starting from the traditional aims of American education (vocational, avocational and socio-civic learning), the three corresponding curricular modalities are analyzed, giving rise to a reflection on integral education/instruction inspired by the thought of Dewey and Ward. A theoretical framework is thus proposed that values experiential approaches as fundamental tools to promote critical awareness, reflective thinking and civic responsibility towards the ocean.In this vision, the blue curriculum does not represent a new discipline, but a transformative pedagogical framework, which integrates scientific understanding, ethical reflection and civic participation.The article also presents blue curricular experiences observed in the US state of New Jersey, where, despite the fact that there are no real structurally designed ocean curricula, experience-based activities are carried out that can be traced back to the paradigm of Ocean Literacy, demonstrating how it is possible to integrate this theoretical paradigm of OL into the ordinary teaching of schools of all levels. The blue curriculum, conceived in this way, is configured as a pedagogical and ethical tool at the same time: a pedagogical device capable of promoting ocean-literate generations, equipped with the knowledge, skills and values necessary to contribute significantly to the achievement of the Sustainable Development Goals, in particular Goal 4 (Quality education) and Goal 14 (Life below water).