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La pratica filosofica per lo sviluppo sostenibile. Sotto i nostri passi. Educare ad abitare la terra” 13-15 luglio 2026.

Obiettivo 15 life on land,

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23.5.2026 Students present UNESCO activities at Roma Tre – Liceo Statale di Roma

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On the occasion of the presentation of the educational pathway Global Minds, Shared Peace, which brings together the three pillars of internationalisation at Liceo N. Machiavelli (eTwinning, Erasmus+, and UNESCO ASPnet), students presented our UNESCO activities at the conference “Realism and Foresight in Educational Action”, held on 23 May 2026 at Roma Tre University.

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in blue 🛠 columns use of AoG or UN@your doorstep materials with international visiting students

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in blue 🛠 columns use of AoG or UN@your doorstep materials with international visiting students

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Task 1_Watch from 8'55" to 11'35" of this video

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Task 1_Watch from 8'55" to 11'35" of this video

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UN at Your Doorstep on Gender Equality & Social Inclusion

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Task 2 relate (my) SDG 5 to the Italian Constitution

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Task 2 relate (my) SDG 5 to the Italian Constitution

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Global Schools
Case-Study Guide
Showcasing sustainable development initiatives in school communities globally

Volume 2

The Global Schools guidebook, "Practicing Education for Sustainable Development: Case Study Guide for Educators, Volume 2," will launch at the 2024 ECOSOC Partnership Forum centered around the theme: "Accelerating the recovery from the coronavirus disease (COVID-19) and the full implementation of the 2030 Agenda for Sustainable Development at all levels." Serving as a testament to innovation, leadership, and collective action, the guidebook showcases how Global Schools Advocates throughout the world incorporate Education for Sustainable Development (ESD) into their curriculum, school-wide practices, and communities.

Volume 1

The Global Schools guidebook: "Practicing Education for Sustainable Development: Case Study Guide for Educators" launches on International Education Day, January 24th, 2022, in support of the theme "Changing Course, Transforming Education." The publication showcases the stories of Global Schools Advocates who are implementing sustainable development projects and initiatives in school communities globally. The purpose of this guide is to showcase best practices of educators around the world who have successfully incorporated Education for Sustainable Development (ESD) in their lessons and activities. This case-study guide summarizes lessons learned for educators, teachers, school leadership, and policymakers. It also celebrates educators on International Education Day, while inspiring others to take up school-wide strategies for ESD.

Get the latest info on our professional development sessions, events, and opportunities to engage with us.

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The Global Schools guidebook: "Practicing Education for Sustainable Development: Case Study Guide for Educators" was launched on International Education Day, January 24th, 2022, in support of the theme "Changing Course, Transforming Education." The publication showcases the stories of Global Schools Advocates who are implementing sustainable development projects and initiatives in school communities globally.

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Gini coefficient

Potato eaters

Migrant mother

Costituzione e povertà - Diario di Diritto Pubblico

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Costituzione e povertà - Diario di Diritto Pubblico

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di Chiara Tripodina Università del Piemonte Orientale 1. Il 17 ottobre ricorre la Giornata internazionale per lo sradicamento della povertà istituita il 31 marzo 1993 dall’Assemblea generale delle Nazioni Unite; ed è del 17 ottobre 2024 il Report sulla povertà dell’Istat per l’anno 2023 [su…

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Source: AoG Week 6  "Our Great Challenges Today" 

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Source: AoG Week 6  "Our Great Challenges Today" 

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There are 8 billion people on this very crowded planet. Poverty, inequality, and unrest are dividing this world even more.

Poverty presented itself in various forms in various countries.

Here are two iconic works of art on poverty:

Vincent van Gogh's Potato Eaters (1885): https://www.vangoghmuseum.nl/en/collection/s0005v1962

Dorothea Lange's Migrant Mother (1936):

https://www.youtube.com/watch?v=Ae1n1JQ0wKc

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UN at Your Doorstep -PEACE & SECURITY Learning Resource_compressed

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"Since wars begin in the minds of men, it is in the minds of men that the defences must be constructed" (Preamble to the UNESCO Constitution, 1945)

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"Since wars begin in the minds of men, it is in the minds of men that the defences must be constructed" (Preamble to the UNESCO Constitution, 1945)

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2-minute Activity – Negative vs Positive Peace

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2-minute Activity – Negative vs Positive Peace

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Step 1 (30 seconds)
Read the definitions:

Negative peace = ending wars and reducing violence

Positive peace = peaceful integration of people in society

Step 2 (1 minute)
Decide if these situations show negative peace (NP) or positive peace (PP):

1. Two countries sign an agreement to stop fighting. → ___

2. People from different cultures live and work together peacefully. → ___

3. A war ends but people still don’t trust each other. → ___

4. Schools promote inclusion and respect among students. → ___

Step 3 (30 seconds)
Answer:
Which type of peace is more difficult to achieve? Why?

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Search the net for some of the people and organizations that have been awarded the Noble Peace Prize in the last few decades and write down the fileds in which peace bulding can be carried out

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From p. 438 Compact Performer, Shaping ideas, Zanichelli: The 3 decades after the end of WWII saw both British and American societies still dealing with conflict and war. What ways are there to reject war and promote peace?

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04:00 PM  in  Rome

Description

In today's world, conversations about peace and security have never been more important in the classroom. On 22 April, 10–11am ET, join the Sustainable Development Solutions Network, the Global Schools Program, Ages of Globalization, and Compass Education for an online coffee hour on Teaching Peace and Security: A Practical Classroom Guide. We will walk through the Peace and Security Learning Resource and show you how to bring these critical global topics to your students in a meaningful, accessible way. Whether you are a seasoned educator or just starting to explore global issues with your class, this session is designed to give you practical, systems-thinking tools you can use right away

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Class 1 Chapter 5 - History Helps Us To Understand How To Achieve Our Goals

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“Tankman” redirects here. For the operator of a military tank, see Tank § Crew. For the American wrestler, see Calvin Tankman. For the Adobe Flash webseries, see Tankman (series).

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International Day of Living Together in Peace | UNESCO

1. Warm-Up

“What does living together in peace mean to you?” Get info about 16th May at this link: International Day of Living Together in Peace | UNESCO

https://www.unesco.org/en/days/living-together-peace

2. Connect the Dots

3 short definitions:

· SDG 16: "Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable institutions at all levels."

· 16th May_International Day of Living Together in Peace: "A day to promote peace, tolerance, inclusion, understanding, and solidarity."

· Italian Constitution – Article 3: “All citizens have equal social dignity and are equal before the law, without distinction of sex, race, language, religion, political opinion, personal and social conditions.”

“What common words or ideas do you see in all three?”

3. "Tank Man" – Jeff Widener (1989, Tiananmen Square)

Prompt:

What do you see?

Why do you think this image is powerful?

What kind of courage is needed to stand up for justice?

How does this relate to SDG 16 and peace?

4. Preparing the first part of you oral exam

In pairs, imagine this image is the document you receive at the beginning of your final exam.

Your task is to:

Create a mind map of all possible interdisciplinary connections you can make starting from this image.

Explain your thinking process clearly. Don’t just say things like “I connect this to...” — instead, show how and why the ideas are connected.

Choose the language you prefer to start with , and feel free to switch languages naturally when it helps our reasoning.

How to approach it:

· Look carefully at the visual elements of the image: people, setting, actions, emotions, symbols.

· Think about themes: peace, justice, fear, hope, resistance, dignity.

· Then move from the visual level to wider social, historical, literary, civic or ethical concepts.

· Mention any relevant documents or articles (e.g., the Italian Constitution, SDG 16, historical events, philosophical ideas, literary texts).

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Class 1 Chapter 5 - History Helps Us To Understand How To Achieve Our Goals

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Presentation -- Global Educator Committee Meeting -- AoG Pedagogy & Evaluation Framework_

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The great empires of the ancient world were the first large-scale experiments in governing vast, multiethnic, multilingual populations, and their legacies have never left us.

Geography was the foundation of empire. River systems sustained large agricultural populations. Horses enabled communication, trade, and warfare across great distances. It was within the temperate 'lucky latitudes,' the climate zones that support productive agriculture and avoid the disease burdens of the tropics, that the great empires arose.

The Roman Empire and the Han Chinese Empire were roughly comparable in size, population, and institutional sophistication, and connected by the Silk Roads along which they actively traded. Rome had around one million inhabitants at its peak. Han China's capital Chang’an had around 500,000. Both developed sophisticated legal codes, professional public administrations, and monumental urban centers. China went further still, creating a unified written language in Chinese characters that transcended the many spoken languages of the empire, a remarkable act of institutional innovation that remains central to Chinese civilization today.

But the most consequential difference between east and west was written not in their rise but in their fall. When Rome collapsed in 476 AD, Europe fragmented and never reunified. Every subsequent attempt, from Charlemagne to Napoleon to Hitler, failed, often at catastrophic cost. China, by contrast, reunified within centuries and has remained essentially unified ever since. China's reunification brought centuries of internal peace and cultural continuity, a stability that Europe, fragmented and repeatedly at war, never achieved. This is not a footnote. It is, Professor Sachs argues, the single biggest distinction between the history of west and east, and it shapes the political imagination of both to this day. This shaped a fundamentally different political tradition: where western statecraft has tended to assume conflict as the natural order, the Chinese tradition has long assumed internal peace and regional harmony as the norm. In much of the western tradition, the favorite slogan has long been peace through strength, but Professor Sachs argues that arms races breed fear rather than peace, and can lead to preemptive or anticipatory wars. The Chinese tributary system offered a different model of statecraft, one of dominance exercised through respect rather than coercion, symbolic tribute rather than extraction or military threat. The European Union can be seen as the most recent and most promising attempt to finally overcome that fragmentation, to build a political structure that governs diversity through cooperation rather than conquest. There is not just one way to organize the world.

The great empires also offer a lesson in governance that we have largely forgotten. The Persian Empire under Cyrus the Great, the Roman Empire, the Ottoman Empire, all governed vast diversity not through homogenization but through tolerance of local rule, distinct religious traditions, and cultural difference. Cyrus freed the Jewish captives held in Babylon and enabled them to return to Jerusalem to rebuild their temple. He is remembered in the Hebrew Bible as a savior. Professor Sachs argues that Iran, heir to this great civilization, deserves to be engaged with the respect and understanding its history merits, rather than treated solely as an adversary. The first history ever written in the western world, by Herodotus, was the story of the wars between the Greeks and the Persians. The tensions between Greek and Persian civilizations, between west and east, have never fully resolved. But it does not have to be this way. The lessons of Cyrus the Great are not ancient. They are urgently needed now.

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The Rise and Fall of Empires in the Ancient World

“The Past Is Never Dead. It's Not Even Past.”

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In Conversation with Professor Naoko Ishi, Japan, International Policy

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Use of AoG_UN at your doorstep materials

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Use of AoG_UN at your doorstep materials

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PRE-Dialogue Pedagogical Resource on HUMAN RIGHTS

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2025-1-IT02-KA121-SCH-000322701_ 29.9- 3.10 2025 Reception of an Erasmus+ group mobility of German school pupils – Liceo Statale di Roma

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Use of AoG_UN at your doorstep materials

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Use of AoG_UN at your doorstep materials

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UN For Download: POST-Dialogue Pedagogical Resource on ENVIRONMENTAL SUSTAINABILITY - UN at Your Doorstep Session #2

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Program: Higher Ed | AgesofGlobalization

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SD and SDGs as the essential organizing principle for our time

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SD and SDGs as the essential organizing principle for our time

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Sustainable development brings together four pillars — economic well-being, social justice, environmental sustainability, and peace — sometimes summarized as the five Ps: Prosperity, People, Planet, Peace, and Partnership.

The concept has a 50-year history, from the 1972 Stockholm Conference to the Brundtland Commission's landmark definition: “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.

The 17 SDGs, adopted unanimously in 2015, remain the world's most comprehensive framework for addressing poverty, inequality, environmental degradation, and conflict — even as we approach 2030 without having achieved them.

Seven of nine planetary boundaries have now been crossed — climate, biodiversity, land use, freshwater, and others. Humanity is operating outside the safe operating space that sustains life on Earth.

Achieving sustainable development requires a system of systems approach: understanding how natural, engineered, economic, and political systems interact and shape each other.

Six major transformations are needed: education for all, health for all, a shift to zero-carbon energy, sustainable agriculture, green and livable cities, and equitable digital access.

New governance is essential, built on long-term planning, complex system management, global cooperation, and sustained investment. The Montreal Protocol offers a rare but instructive example of what global cooperation can achieve.

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The planetary boundaries framework highlights the rising risks from human pressure on nine critical global processes that regulate the stability and resilience of the Earth

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United Nations Conference on the Human Environment, 5-16 June 1972, Stockholm

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United Nations Conference on the Human Environment, 5-16 June 1972, Stockholm

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United Nations Conference on the Human Environment, 5-16 June 1972, Stockholm

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Sustainable Development – Key Points Summary

The purpose of the class is to understand history and address major global challenges:
poverty, inequality, environmental degradation, and war.

These challenges are summarized in one central concept: Sustainable Development.

Sustainable Development has been adopted by the 193 United Nations member states as a guide for the 21st century.

It is a holistic vision built on four core objectives:

1. Prosperity

Ending poverty and hunger

Ensuring decent livelihoods and social protection

Allowing people to live with dignity and security

2. Social Justice

Leaving no one behind

Fighting discrimination and inequality

Promoting inclusion across gender, ethnicity, and social groups

3. Environmental Sustainability

Protecting ecosystems and biodiversity

Addressing climate change

Ensuring clean air, water, and soil

Recognizing that human well-being depends on nature

4. Peace and Cooperation

Avoiding war and conflict

Promoting mutual respect among cultures and nations

Building global cooperation based on shared human aspirations

The concept of sustainable development gained global recognition through:

The Brundtland Commission (1980s)

The 1992 Earth Summit in Rio de Janeiro

In 2015, the UN adopted the 17 Sustainable Development Goals (SDGs) as a framework for global cooperation.

The SDGs address:

Ending poverty and hunger (SDG 1 and 2)

Gender equality (SDG 5)

Reducing inequalities (SDG 10)

Environmental protection (SDGs 11–15)

Peace, justice, and strong institutions (SDG 16)

Global partnership (SDG 17)

The SDGs serve as a compass for building a better future.

To achieve them, we must understand:

The root causes of poverty

The sources of environmental degradation

The causes of war

History helps us understand both the problems and the solutions.

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Class 1 Chapter 4 - Sustainable Development is our goal

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Students watch the AoG video: Class 1 Chapter 1 - 8 Billion People Living in an Interconnected Worlde, they are asked to listen carefully, using the subtitles as support, to take brief notes in the form of key words, and to answer simple, guided comprehension questions (Ages of globalization). Topics covered: The challenge of living on a planet that now hosts 8 billion people, with the population increasing by 70–80 million each year. It raises key questions about how humanity can ensure prosperity, justice, peace, and environmental sustainability in such crowded conditions. Compared to other mammals, humans have reached an exceptionally high population by appropriating vast natural resources, especially plant production and animal life. The text also traces the historical growth of the world population over the past 12,000 years, from a few million people at the beginning of agriculture to 8 billion today. For most of history, population growth was slow and sometimes reversed by major catastrophes such as the Black Death in 14th-century Europe and the epidemics that devastated Indigenous populations in the Americas after 1492. Rapid population growth, however, is a recent phenomenon, particularly accelerating during the Age of Oceanic Empires and later phases of globalization